UKZN 2005 - Environmental History - Zero Waste Project

UKZN, Howard College:
A Zero Waste Approach

How Wasteful is the UKZN? A Zero Waste Approach - Contents
UKZN, Howard College: A Zero Waste Approach – Contents
How Wasteful is the UKZN? A Zero Waste Approach - Contents......................................i
Introduction - by Elizabeth Lyburn......................................................................................1
1)Background........................................................................................................................................1
1.1)Waste: Mind over matter?.........................................................................................................2
1.2)Philosophies? Sustainable Development, Permaculture and One World.................................3
1.3)Zero Waste.................................................................................................................................5
1.4)A tale of two Universities: Zero Waste at Massey and Penn State............................................6
1.5)Zero Waste AT UKZN?..............................................................................................................8
1.6)Conclusion.................................................................................................................................9
2)Methodology......................................................................................................................................9
2.1)Literature review.....................................................................................................................10
2.2)Quantitative methods...............................................................................................................10
2.3)Qualitative methods.................................................................................................................10
2.4)Limitations...............................................................................................................................11
2.5)Case Studies.............................................................................................................................11
3)Works Cited in this Section.............................................................................................................13
Education, Sanitation and Sewage - by Steve Hubbard.....................................................14
1)Introduction......................................................................................................................................14
2)Environmental Alienation/Realism: A Call for Better Environmental Education..........................14
3)Overview of Student Questionnaire ................................................................................................16
4)Retrofitting Campus Restrooms to Reduce Water and Energy Consumption.................................17
4.1)Urine Diversion Toilets: .........................................................................................................18
4.2)The Waterless Urinal: .............................................................................................................18
4.3)Sensor Operated Equipment: ..................................................................................................19
4.4)Simplistic Sources of Water Conservation:.............................................................................20
5)The Living Machine.........................................................................................................................21
6)Measuring System Effectiveness.....................................................................................................23
7)Conclusion.......................................................................................................................................24
8)Works Cited.....................................................................................................................................25
Sanitation, Sewage, and Alternative Systems - by Steve Hubbard...................................14
Towards Sustainable Waste Management - by Christian Tetzel.......................................27
1)Methodology....................................................................................................................................27
1.1)Literature Review.....................................................................................................................27
Contents Pages : (i )
1.2)Student Questionnaire ............................................................................................................27

1.3)Expert Interviews ....................................................................................................................28
2)Theoretical Background...................................................................................................................28
2.1)Definition of Waste..................................................................................................................28
2.2)Waste Categorisation ..............................................................................................................28
2.3)Waste Management Strategy ..................................................................................................29
2.4)Waste Management Hierarchy................................................................................................30
3)Excurse: Recycling in South Africa.................................................................................................31
3.1)Drop off system........................................................................................................................31
3.2)Central Sorting........................................................................................................................31
3.3)Curb-side collection.................................................................................................................31
4)Environmental Management System...............................................................................................32
5)Waste Management at Howard College .........................................................................................33
5.1)Current Situation.....................................................................................................................33
5.2)Generation, Collection and Sorting of Waste .........................................................................33
5.3)Yearly Graph 2003..................................................................................................................34
5.4)Yearly Graph 2004..................................................................................................................35
5.5)Yearly Graph 2005..................................................................................................................35
5.6)Recovery of Recyclable Fractions...........................................................................................35
5.7)Toxic Waste Management at the University............................................................................36
5.8)Excurse: Recycling of Toner Cartridges.................................................................................37
6)Survey with Students at Howard College........................................................................................37
6.1)Questions and Results..............................................................................................................37
6.2)Findings and Conclusions.......................................................................................................38
6.3)Waste Management, Policies, Activities and Problems at Howard College...........................38
7)Toward Sustainable Waste Management at Howard College.........................................................41
7.1)The Introduction of an Environmental Management System..................................................41
7.2)Policy Framework...................................................................................................................41
7.3) Monitoring and Data Collection ...........................................................................................42
7.4)Recycling Bins on Campus......................................................................................................42
7.5)Encouraging Composting........................................................................................................43
7.6)Participation and Education....................................................................................................43
8)Conclusion.......................................................................................................................................43
9)Resources.........................................................................................................................................44
9.1)Interviews.................................................................................................................................44
9.2)Internet Resources...................................................................................................................45
9.3)Documents from the University of KwaZulu-Natal.................................................................45
9.4)Documents from the South African Government.....................................................................45
10)Appendices ....................................................................................................................................46
10.1)Appendix A – Literature Overview........................................................................................46
Contents Pages : (ii )

10.2)Appendix B - Graphs.............................................................................................................48
Towards a Sustainable Waste Management at Howard College - by Christian Tetzel...50
The Built Environment - by James Mardall and Xing Ye.................................................51
1)Landscaping – The Campus Garden – by Xing Ye.........................................................................51
1.1)References:..............................................................................................................................57
1.2)Appendix: ................................................................................................................................58
1)The Threadbare Fabric of Howard College by James Mardall .......................................................60
1.1)WSP/FMG – The Sustainable Managers.................................................................................61
1.2)The Management of Howard College According to Len Harris ............................................62
1.3)Issues Raised and ‘Zero Waste’ Solutions Mooted..................................................................64
1.4)Possible Solutions – From ‘Zero’ to ‘Hero’............................................................................66
Catering and Student Perceptions - by Friederike Moeller...............................................67
1)Outline of topic................................................................................................................................67
2)Broad problems and issues to be investigated.................................................................................68
3)Theoretical Framework....................................................................................................................69
4)The Roadmap to Zero Waste...........................................................................................................71
5)Research methodology and methods...............................................................................................72
6)Theoretical Research Findings.........................................................................................................74
6.1)Environmental policies at UKZN.............................................................................................74
6.2)Practical Research Findings...................................................................................................75
6.3)Case Study #1 - The MTB Cafeteria .......................................................................................75
6.4)Case Study #2 - The Indian Place in front of MTB ................................................................76
6.5)Case Study #3 - The Burger Place/Laren Dovey ....................................................................77
6.6)Case Study #4 - Sameera's Indian Place.................................................................................77
6.7)Common aspects of all case studies.........................................................................................77
7)Expert Interview Michelle McLean ................................................................................................78
8)Student's perceptions.......................................................................................................................78
9)Limitations.......................................................................................................................................80
10)Conclusion.....................................................................................................................................81
10.1)General Conclusion...............................................................................................................81
10.2)Recommendations..................................................................................................................81
10.3)Final Conclusion...................................................................................................................83
Contents Pages : (iii )

11)Bibliography..................................................................................................................................84
11.1)Interviews...............................................................................................................................84
11.2)Online Sources of UKZN.......................................................................................................85
11.3)Books and chapters of books.................................................................................................85
11.4)Periodical Articles.................................................................................................................85
12) Perceptions of students regarding environmental issues at Howard College campus..................88
12.1)Need for recycling system on campus....................................................................................88
12.2)Students contribution to a recycling system..........................................................................88
12.3)Water consumption on campus..............................................................................................89
12.4)Running taps..........................................................................................................................90
12.5)Printing per semester.............................................................................................................90
12.6)Conservancy Area..................................................................................................................91
12.7)Disposable packaging............................................................................................................91
12.8)Semester Ticket......................................................................................................................92
Catering and Student Perceptions - by Friederike Moeller...............................................90
Procurement Policies and Principles - by Katie Maasdorp...............................................93
1)Context and Background ................................................................................................................93

1.1)Management Issues..................................................................................................................93
1.2)Product lifecycle......................................................................................................................94
1.3)Sustainable Investment and Green Procurement....................................................................95
1.4)Communication........................................................................................................................96
1.5)Zero Waste, and permaculture principles...............................................................................97
1.6)The Problem.............................................................................................................................98
1.7)Proudly South African.............................................................................................................99
1.8)Aims and Objectives..............................................................................................................100
2)Case Study.....................................................................................................................................100
2.1)University of KwaZulu-Natal Procurement...........................................................................101
Procurement Policies and Principles – by Katie Maasdorp...............................................95
2.2)Important issues.....................................................................................................................102
2.3)Government Procurement......................................................................................................103
2.4)Interview................................................................................................................................104
2.5)Notes......................................................................................................................................105
3)Recommendations..........................................................................................................................106
3.1)Lessons Learned....................................................................................................................106
3.2)Sustainable Investment Manifesto.........................................................................................106
3.3)Ethical Considerations..........................................................................................................106
3.4)Implementing a green procurement programme...................................................................107
Contents Pages : (iv )

4)References......................................................................................................................................109
Transport Options – by Rob Tyrell...................................................................................111
1)Abstract:.........................................................................................................................................111
2)Introduction:...................................................................................................................................111
3)Issues: 112
3.1)Perception: ...........................................................................................................................112
3.2)Information:...........................................................................................................................112
3.3)Cost:.......................................................................................................................................113
4)Sustainable Development/Zero Waste...........................................................................................113
4.1)Direct Control:......................................................................................................................113
4.2)Partial control:......................................................................................................................114
4.3)Little or No Control:..............................................................................................................114
5)Survey:...........................................................................................................................................114
5.1)Therefore:..............................................................................................................................115
6)Theoretical Changes the University Could Make:.........................................................................115
6.1)Provide more public transport to students/staff: ..................................................................115
6.2)Alter the usage of Parking Spaces:........................................................................................117
6.3)Encourage the use of lift-clubs or shared transport:.............................................................118
6.4)Encourage students and staff living close to walk to university or take public transport:....118
6.5)Encourage the use of alternative technology instead of transport:.......................................119
7)Conclusion:....................................................................................................................................119
8)Limitations:....................................................................................................................................120
9)References:.....................................................................................................................................120
10)Appendices:.................................................................................................................................121
10.1)Interview: (via email)..........................................................................................................121
10.2)Survey Questions: ...............................................................................................................123
Residences and the DCEC – by Jon Kennedy...................................................................113
1)Introduction and Theoretical Framework......................................................................................126

2)Methodology..................................................................................................................................127
2.1)Literature Review...................................................................................................................127
2.2)Participant Observation .......................................................................................................127
2.3)Student Questionnaire...........................................................................................................128
2.4)Expert Interviews ..................................................................................................................128
Contents Pages : (v )
2.5)Appliance Audit ....................................................................................................................128

3)Problems and Limitations..............................................................................................................129
4)Pius Langa Residence and the Durban Campus Environment Committee....................................129
5)The interaction of students with the built environment of Anglo Cluster and Albert Luthuli
Residences..........................................................................................................................132
5.1)Bedroom.................................................................................................................................133
5.2)Computers .............................................................................................................................133
5.3)Fridges ..................................................................................................................................133
5.4)Kitchen...................................................................................................................................134
5.5)Communal Spaces – Hallways, Dining Room, and Outside..................................................135
5.6)Bathroom ..............................................................................................................................136
5.7)Laundry room........................................................................................................................136
6)Renewable Energy.........................................................................................................................137
7)Student Residents’ Attitudes..........................................................................................................138
8)University Policies.........................................................................................................................138
9)Conclusion.....................................................................................................................................139
10)Resources.....................................................................................................................................141
10.1)Expert Interviews.................................................................................................................141
10.2)Architectural Plans..............................................................................................................141
10.3)University Documents .........................................................................................................141
10.4)Books and Chapters of Books ............................................................................................141
10.5)Periodical Articles ..............................................................................................................142
10.6)Internet Resources...............................................................................................................142
11)Appendices...................................................................................................................................143
11.1)Appendix A – Wind and Solar Power Resource Maps .......................................................143
11.2)Appendix B – Questionnaire ...........................................................................................143
11.3)Appendix C – Questionnaire Results (Numerical) ..............................................................143
11.4)Appendix D – Questionnaire Results (Graphical) ..............................................................143
Contents Pages : (vi )

Introduction - by Elizabeth Lyburn
This project aimed to begin identifying how ‘Zero Waste’ thinking might be applied at
the University of KwaZulu-Natal (UKZN) in order to reduce that institution’s impact on the
environment and raise the level of awareness about environmental issues amongst both
students and staff, becoming more efficient in the process.
The remainder of this chapter will introduce the concept of Zero Waste, and hopefully
provide some insight into why it should be considered a potentially beneficial waste reduction
strategy for UKZN to adopt. Much of the theoretical background will be focused around a
discussion of core ideas put forward by dissident Australian economist Clive Hamilton in his
book Growth Fetish, before considering the particular relevance of education to the topic.
Two examples of college Zero Waste initiatives – those of Massey University, New
Zealand and Pennsylvania State University, USA – will be briefly discussed, with an eye to
identifying potential problems or useful strategies at points of convergence between their
situation and that which we are interested in.
This will be followed by a section outlining the general methodological approach

employed by the group collectively, and those of the individual researchers where these were
common to all. Individual chapters will include their own such sections where their specific
use of these will be elaborated on in more detail. Following the methodology, a brief
overview of the remaining chapters will be given. Chapters succeeding this are the case
studies themselves. Any tentative recommendations that the authors see fit to make will be
included therein.
1) Background
We often forget that all education is environmental education – by what we include or

exclude, we teach the young that they are apart of or apart from the natural world. An
economist, for example, who fails to connect our economic life with that of ecosystems and
the biosphere, has taught an environmental lesson all right, but one that is dead wrong. Our
goal as educators ought to be to help students understand their implicatedness in the world
(…) to “connect the dots” to see systems and patterns.1
1
David Orr, ‘Environmental educator and writer answers questions’, Grist (25 Oct 2004) Available
online (source: http://www.grist.org/comments/interactivist/2004/10/25/0rr/) Accessed: 28/10/05
1 of 151
1.1) Waste: Mind over matter?
Proverbially at least, rocket scientists are considered to be amongst the more intelligent –
or at least, well educated – members of society, capable of mastering difficult and abstract
concepts with relative ease. Yet, in the reasonably short time that space agencies have been in
business, they have managed to transform our galaxy into a waste dump. Discarded lens caps,
old batteries, decommissioned satellites and redundant launch equipment are simply left up
there. Dissident Australian economist, Clive Hamilton relates a bittersweet tale about the
recovery of an old satellite, brought back via the shuttle mission run in 1990. Extensive
testing to determine how it had changed over time revealed “it was speckled with urine and
faecal matter that had been jettisoned by previous US and Russian space missions.”2
The National Aeronautics and Space Administration (NASA) responded to this in

typical style, by funding the development of a monitoring system capable of tracking such
debris, since – given an orbital velocity of 28 000 kilometres and hour – at that speed and in
those conditions, an object measuring just one centimetre across would be capable of
rendering the average spacecraft irreparable. In fact, the US Air Force Space Command
continually tracks 8000 larger pieces, so their defence systems won’t mistake them for
ballistic missiles and respond with a nuclear counter-strike.3 Meanwhile, the international
space station has been fitted with a giant protective shield to help minimise the impact of such
collisions which, taken in combination, amounts to a whole lot of money and (wo)manpower
being devoted to offsetting problems the cause of which should never have been an issue in
the first place. Why was this refuse left up there? Bringing so-called “space junk” home is
clearly not impossible in a logistical sense: some of the brightest techno-scientific minds on
the planet saw fit to put things up there in the first place, and they were, after all, able to bring
the satellite back. The pragmatic issue is therefore one of political will.
What the conception of space as an infinite capacity dumpsite says about our prevailing
collective mindset is the more difficult issue; a shift in policy alone will hardly reverse it. As
a ‘solution’ it’s hardly the most inspired or creative option, especially given the specific
occupation of those involved which, at least in this case, presumably places them on the cusp
of innovative ingenuity. Perhaps we should ask is whether it was ever considered a ‘problem’
in the first place. For Hamilton, the example most dramatically exposes attitudes toward the
environment generally, and is the logical outcome given a social milieu where – at best – such
considerations are underwrought by enlightened self-interest, which serves only to save
2
Clive Hamilton, Growth Fetish (Allen & Unwin: Sydney: 2003) p.187
3
ibid. P.188
2 of 151
much-touted economic growth from its own “self-destructive impulses”, and at worst are not
ever considered.4 While talk of errant astronauts may be extreme, that those waste disposal
practises and, more importantly, ones analogous to them are allowed to continue (and may
furthermore, be considered normal) indicates that the vast majority of people are still not fully
cognizant of the need to fundamentally challenge the dominant, instrumentalist, view of the
environment as something external to the systems humans build. More pointedly:
… In the end, it is possible that as a result of prodigious efforts and great technological leaps
resource use and waste emissions will be reduced to very low levels. That might defer the
physical problems of sustainability; perhaps for a long time; but the real environmental issue
is what our misuse of the natural world does to the psychology of humans rather than the
economy. The task is to bring the natural world ‘back to life’ and for this we need to go
beyond philosophies rooted in the market.5
The question then becomes why, and what would these “philosophies” be? It is to this we
shall now turn.
1.2) Philosophies? Sustainable Development, Permaculture and One World
The definition of sustainable development as proposed in the Brundtland report,

published as Our Common Future, was that which "meets the needs of the present without
compromising the ability of future generations to meet their own needs".6 As a consequence
of this statement’s breadth, it is open to interpretation - as Hamilton claims, although he is by
no means alone in this - as an apologia for so-called “growth fetishists”: those whose
indicator of choice for measuring human progress is Gross Domestic Product (GDP). He
would argue that any attempt to view the environment in terms of limits (for instance, the
Club of Rome’s Limits to Growth) does not break sufficiently free of traditional economic
models and their associated assumptions about human nature (selfish, anthropocentric and
questionably rational), and is moreover sceptical about placing a monetary value on the
environment at all. Hence his antipathy towards market forces, and these are valid objections;
but admittedly his own prescription does not escape from this altogether, nor is it particularly
radical or novel.
Hamilton advocates “down-shifting”; basically the conscious (cynically we might

say, ‘lifestyle’) choice of people in what he calls “post-scarcity” societies to work no more
4
ibid., p.193
5
ibid., p.197
6
WCED, Our Common Future (Oxford University Press: Oxford: 1997) p.43
3 of 151
than they need to, consume less and take time out to enjoy life more. By using goods until
they wear our, rather than buy in excess positive environmental effects will follow for
example, though of course, this is over-simplifying. He does not, however, link it to any
specific ‘philosophy’. Regardless, the move to endorse people limiting their consumption and
using only what they need has obvious resonance with the ideas behind Permaculture.
Developed before the Brundtland commission even sat and the recommendations of
Agenda 217 subsequently established at the Rio Earth Summit,8 Bill Mollison and David
Holmgren developed what they termed an “interdisciplinary earth science” which aimed to
create a “sustainable Earth care system.” The basic idea behind it was to create small, closed
systems such that every output within one fed into another process, thereby constructing
natural cycles and minimising (or eliminating) waste. While establishing directives – the
foremost being to “take responsibility for our own existence and that of our children” – the
founders of the movement remain keen to stress it is more a blueprint or principal for design,
than it is a philosophy.9 However, there is a strong ethical dimension to it. If we compare their
prime directive with the aforementioned definition of sustainable development, we notice that
the main difference in the former is the framing of the sentence in terms of “responsibility”;
an important distinction.
Writing about challenges faced by the Durban Campus Environmental Committee

(DCEC), Professor Julie Botha mentions the fact that, “few South Africans have ever
considered the possibility that they have some personal responsibility for their own waste.” 10
Perhaps they shouldn’t have to; perhaps systems should be so constraining that there is only
one viable disposal option, and it should be a useful one. But this is unrealistic. Ethicist Peter
Singer argues for an “ethics of globalisation” which would see the world conceived of as one
interconnected system, the consequences of each individual action able to felt, albeit in
different ways, at other points; and no action (or, choice) going without effect. 11 An
understanding of this point - of the bigger picture as it connects with the local - is what needs
to propagate, albeit awareness of it must come about via an individual’s own volition.
Arguably, it is not something that can be “taught”; it is the product of experience coupled
with independent critical thought.
7
UN, Agenda 21 (source: http://www.un.org/esa/sustdev/agenda21text.htm) Accessed: 08/10/05
8
UNCED, The Rio Declaration
(source: http://www.un.org/documents/ga/conf151/aconf15126-1annex1.htm) Accessed: 08/10/2005
9
Bill Mollison, “Permaculture” in: Aberley, D. (ed.) Futures By Design: The practice of ecological
planning (New Society: Philadelphia: 1994) pp.49-60, p.50
10
Julie Botha, ‘Operations: Environmental Challenges for a University in Transition’, The Declaration,
4/1(Oct 2000) Available Online (source: http://www.ulsf.org/pub_declaration_opvol141.htm)
Accessed 12/10/05
11
Peter Singer, One World: The Ethics of Globalization (Text Publishing: Melbourne: 2002)
4 of 151
Whether or not Permaculture is considered a philosophy, it could be said to function

in the same way. Yet the emphasis seems to be on the individual and their immediate circle; it
seems to be very centred on personal growth and community building. When it comes to
looking at larger systems, alternative options might need to be considered. This is where Zero
Waste comes in.
1.3) Zero Waste
Explaining permaculture as a design system, Mollison notes that it

…contains nothing new. It arranges what was always there in a different way, so that
it works to conserve energy or to generate more energy than it consumes. What is
novel, and often overlooked, is that any system of total common sense design for
human communities is revolutionary!12
If we consider the definition of ‘Zero Waste’ as proposed by the Zero Waste International
Alliance (ZWIA) – current as of November 2004, although the document is thought of as an
evolving organism and thus subject to revision - we see considerable overlap:
Zero Waste is a goal that is both pragmatic and visionary, to guide people to emulate
sustainable natural cycles, where all discarded materials are resources for others to
use. Zero Waste means designing and managing products and processes to reduce the
volume and toxicity of waste and materials, conserve and recover all resources, and
not burn or bury them. Implementing Zero Waste will eliminate all discharges to
land, water or air that may be a threat to planetary, human, animal or plant health.13
Additionally, there are ten business principals laid out by the ZWIA, which highlights
the fact that this is their focus. Objections regarding the ‘corporatization’ of education aside,
the majority of these could, at least in part, be considered useful guidelines, which universities
might aim to emulate. They are:
 Commitment to the triple bottom line
 Use of precautionary principal
 Zero Waste to landfill or incineration
 Responsibility: Take back products and packaging
 Buy reused, recycled & composted
 Prevent pollution and reduce waste
12
op cit. (note 9), p.59
13
ZWIA, Standards (source: http://www.zwia.org/standards.html) Accessed 02/10/05
5 of 151
 Highest and best use

 Use of economic incentives for customers, workers and suppliers
 Products or services sold are not wasteful or toxic
 Use of non-toxic production, re-use and recycling processes14
While these are criteria a business must meet to be considered Zero Waste, the aim is
simply to eradicate waste entirely (or get as close as possible to that). The project is a goal,
but the goal is two-fold. The obvious, quantitative element upholds a ‘zero’ target in terms of
volume of waste produced, which is admittedly hard to meet, but worth trying for. While
working within certain parameters which may be dictated by the concerns of the market –
perhaps not making it exactly the kind of program Hamilton would consider ideal - managing
to implement any change surely contributes in some small way to adjusting attitudes which
don’t question whether the way things have always been done is necessarily the only, or best,
option available. The second aspect aims to raise awareness of waste as socially constructed,
and so promotes the idea that everything has a purpose and therefore should not even be
described as ‘waste’; it wants to strike the word from our vocabulary.15
1.4) A tale of two Universities: Zero Waste at Massey and Penn State
The importance of formal education in shaping the attitudes and understanding

necessary to bring about change has been recognized in many key environmental policy
declarations made in the global sphere over the last twenty years, including both the
Brundtland report and Agenda 21, with education for sustainability first “officially” appearing
on the world agenda at the 1992 Stockholm Conference on the Human Environment. 16
Eckersley believes that higher education in particular plays a more important role in
propagating environmentalism than childhood socialization.17 Certainly, in regards to the
specific role of tertiary education, point David Orr concurs. He states “the crisis of global
ecology is in every way a crisis of mind, which makes it central to those institutions that
intend to improve minds.”18 Since 1990, universities worldwide have had the opportunity to
ratify various declarations, which would see them commit to implementing policies
promoting sustainable development, including the Tailloires Declaration (1990), Halifax
14
ibid.
15
Warren Snow & Julie Dickinson et. al., ‘The End of Waste’, New Zealand Waste Trust
(source: http://www.zerowaste.co.nz) Accessed: 08/10/05
16
I.G. Mason et. l., ‘Implementation of a zero waste program at a university campus’, Resources,
Conservation and Recycling, 38(2003) pp.257-269, p.258
17
Maarten A. Hajer, Environmental Discourses: Ecological Modernization and the Policy Process
(Clarendon Press: Oxford: 1997) p.76
18
op cit. (note 1)
6 of 151
Declaration (1991), the Swansea and Kyoto Declarations (1993), the Copernicus Charter
(1993) and Students for a Sustainable Future (1995).19
Of course, commitment to sustainable development generally does not necessary

imply a conscious adoption of zero waste thinking. Two universities that have attempted to
instigate such projects are Massey University in New Zealand, and Pennsylvania State
University in the United States. We might ask, “why” zero waste specifically? In New
Zealand, the zero waste as a target (to be reached by 2020) has been established as
government policy, so its uptake by the education sector is not surprising.20 Yet the impetus to
commence the zero waste projects there came from student concern about the lack of
recycling facilities at a specific campus.21 At Penn state, guidelines for measuring “economic
performance” had been developed by staff and students there during the course of an
environmental science program. A subsequent teaching exercise involved applying these to
the university itself, the results of which indicated the institution rated quite poorly. Further
student work resulted in the production of their “emerging ecological mission” statement,
whereby eight “sub-systems” used to analyse economic performance were investigated by
students who produced recommendations, much like the project for which you are now
reading the report of. However, these sub-systems differ slightly from ours, comprising of
energy, water, materials, food, land, building, transport and community. Furthermore, the
researchers at Penn State were guided by the general concept of sustainability; only in
‘materials’ did they specifically apply the concept of zero waste.
Both endeavours are considered ongoing projects and thus it is too early to consider
them “successful” or otherwise. However, they do make certain recommendations that should
be kept in mind when reading the case studies our group presents herein. The students at Penn
State do not downplay the initial costs involved in “reducing waste in the realms of energy,
water, and materials; and it may cost more to construct green buildings”, however they note
that “waste is also expensive and that up-front investments in sustainable practices often pay
off handsomely over the long term, especially when environmental and social costs are
calculated and educational benefits tallied.”22 In conclusion, they suggest the most productive
next step would be the formulation of a strategic plan. Massey’s project progressed further, no
doubt since they managed to acquire financial support in the form of a grant from the Zero
Waste NZ Trust. The possibility to even obtain such support was learnt through consultation
19
op. cit. (note 16), p.258
20
op. cit. (note 15)
21
22
PSU, ‘Green Destiny: Penn State’s Emerging Ecological Mission’,
(source: http://www.bio.psu.edu/Greendestiny/index.shtml) p.14
7 of 151
with the Environmental Education and Resource Officer at their local council, which
highlights that approaching authorities outside of the university system can sometimes be a
useful option. Additionally, the appointment of a “waste reduction co-ordinator”, in this case
from outside the university, was considered to be the single best investment made with this
money.
The Massey staff chose to consciously follow the policy framework of the
Environmental Management System (EMS), taking leadership out of student hands, at least in
terms of oversight. Presumably, this should have aided them, access to the upper-echelons of
the administrative hierarchy being more readily available to staff members. According to
EMS procedure, “commitment from senior management leading to the formulation of an
environmental policy is typically listed as the first step.”23 While the appointed committee did
have the support of University decision-makers, communication breakdown during the
process eventually led to end goals not being realized, leading the group to stress the
importance of involving management in all stages: advice it seems may be particularly worth
following in the Durban context. UKZN already has an environmental policy, if in name only;
it just doesn’t seem to be much of a priority. The American Environmental Protection
Authority (EPA) publishes EMS guidelines, and has an online facility against which
Universities (and presumably, other institutions) could chart their readiness to implement
such systems; perhaps, to suggest a starting point for future work in this area at UKZN,
interested parties could use this as a gauge.
1.5) Zero Waste AT UKZN?
The most appropriate response to the question of “why zero waste?” should be, “why
not?” At UKZN, objectives have ostensibly been set; they need to be realized somehow.
While the specifics of the institution’s Environmental Policy will be outlined in more depth in
later chapters, Principles 6 and 7 are worth mentioning here. They claim “the University,
recognising the direct and indirect costs of land, water, energy and materials, shall take
appropriate steps to minimise wasteful utilisation of such resources” and it “shall enact
effective control over any activities on its campuses which may generate harmful waste
substances, cause environmental damage or be harmful to health, and shall undertake
environmental audits of any such activities occurring on its campuses. Waste management
and pollution control on the University campuses should emphasise accountability,
23
8 of 151
prevention, treatment and reuse.”24 These have obvious resonance with the goals of Zero
Waste on a practical level.
It must be said that the policy has not been revised since the University of Natal
merged with Westville to become the UKZN, though have seemingly been carried across. The
aforementioned DCEC, which registered initial victories in establishing award-winning
recycling programs and had the Howard College grounds, declared an urban conservancy has
not survived the transition. Nonetheless, the revised “Vision and Mission” espoused by the
University executive contains, amongst others, injunctions to both “provide holistic education
which promotes an awareness of social responsibility and sound ethical practice in a diverse
society”, and “conserve the physical environment, and foster a culture of responsible, ethical,
sustainable use of natural resources.”25 Student involvement in a zero waste program would
surely fit with such aims. Certainly, should the university wish to consult an outside expert in
the area as the Massey experience suggests, Muna Lakhani of EarthLife Africa – member of
the ZWIA Planning Group – is based locally and has existing links with members of the
school of Economic History. His suggestions guided the selection of topic areas chosen as
case studies.
1.6) Conclusion
None of this is to say, education alone is the answer. The mere acquisition of
knowledge will not change behaviour if the desired outcome is never problematized.
Implementing a Zero Waste strategy at UKZN would raise “the environment” as an issue to
staff and students there, which would be particularly beneficial to those who might not
normally study subjects which focus on such things (aspiring rocket scientists, perhaps?).
The framework and the connections to do it already exist; what remains is administrative will,
enthusiasm and possibly, some funding.
2) Methodology
Initial discussion within the group established six main focus areas on which research
should be conducted. These were: sanitation and waste, built environment, catering,
procurement, transport and residences. Being the larger of the topics, the first two were each
split between as many people, resulting in eight case studies. The ninth team member was
24
UKZN, ‘Environmental Policy’
(source: http://www.ukzn.ac.za/department/extra.asp?id=7&dept=conserveund) Accessed: 24/10/05
25
UKZN, ‘Vision and Mission’ (source: http://www.ukzn.ac.za/aboutus/mission.asp) Accessed:
24/10/05
9 of 151
assigned to the introduction and theoretical underpinnings. At a later stage, it was decided to
add a section about student perceptions, and this methodological overview. The research itself
comprised three different forms: literature review, quantitative and qualitative methods.
2.1) Literature review
Background information on individual topics was compiled by all team members,

with short briefings given to the group. This enabled participants to gain ideas for their own
research and exchange sources and contacts. The meetings themselves – conducted weekly –
allowed participants to learn from others’ difficulties, and establish where there was overlap
between their different areas of interest.
2.2) Quantitative methods
Since representations of student opinions was required for the majority of chapters, it
was decided a questionnaire be developed, with content decided by group consensus. The
reasoning behind this was such that, if individual researchers were to each conduct their own
surveys, the likely number of respondents it would be possible to obtain would be much
smaller than if all worked on the same one, with results to be pooled. The end document
consisted of eleven questions, administered via use of snowball sampling. Results were
analyzed using SPSS, an explanation of which – and of scaling effects – will be found in
Friederike Moellers’ chapter on Perceptions.
2.3) Qualitative methods
Semi-structured interviews were conducted with members of the relevant University

authorities and outside experts, since these “give the researcher the opportunity to explore an
individual’s opinion in depth.”1 Similarly, email interviews were obtained, a tool which is
arguably more constraining than a face-to-face interview since the researcher is not able to
interact with his or her respondent and thus re-define the initial question, or “probe” further
information from them.2 Nonetheless, this form of enquiry was invaluable given that the
opinions of some relevant individuals could not have been obtained through other means.
Some team members also engaged in participant observation in order to establish trends in the
behaviour of those watched; say, students eating at campus food outlets.
1
M. Stroh, “Qualitative Interviewing” in: Burton, D. (ed.) Research Training for Social Scientists
(Sage Publications: London: 2000) p.199
2
Harvey Russell Bernard, Research Methods in Anthropology: Qualitative and Quantitative Methods,
3rd ed. (AltaMira Press: Walnut Creek: 2002) p.212
10 of 151
2.4) Limitations
A particularly daunting hurdle encountered when attempting to approach university

authorities is perhaps one outcome of the recent merger, which has left the status of some
previous structures of accountability uncertain. Either that or responding as such is a ruse in
order for the intended subject to dodge difficult questions. Similarly, locating the appropriate
contacts or getting them to commit to meeting the researchers was, on occasion, difficult.
Furthermore, cultural difference had the potential to be problematic. This did not so
much manifest itself in the form of linguistic differences but perhaps in terms of value-
judgements. The researchers were predominantly international students – that is, from non-
South African backgrounds – and they bought with them a preconceived set of ideas which,
whether consciously or not, they would find themselves comparing the local situation to. For
instance, in Germany the fixation with recycling almost enshrines the practice as a source of
national pride. Thus Germans – and maybe, those that have lived there - are more likely to
seem particularly scandalized by the lack of a similar system here, and judge accordingly
rather than perhaps just accepting this is the outcome of historically needing to address a
different set of priorities. (Not that I’m trying to hereby excuse the lack of such facilities, or
insult my German friends!) I am merely trying to highlight that the frames of reference even
within the research group are as varied as the people whom they interviewed, and this is just
one example of that. It is only a limitation insofar as people are not aware of it; while there is,
of course, this potential I don’t think it has been realized here. Surely, the environment is a
topic of universal import and something with which everyone should be equally concerned to
protect. Nonetheless, we remain vary of walking into a culture not our own and criticizing
existing practices as if we were somehow qualified to do so… it is likely that we are not.
2.5) Case Studies
The remaining chapters in this paper will cover the following topics. Steve Hubbard
will discuss sanitation and sewage and relate it to environmental education, with a particular
focus on design principles and alternative systems, such as the ‘Living Machine’. 3 This will
be followed by Christian Tetzel’s focusing on waste disposal practices at UKZN, and covers
the EMS system in more depth than was provided in the introduction. James Mardall and
Xing Ye look at the Built Environment, which they define as including landscape and
3
An interesting aside: a conversation with a former student at Oberlin college, Ohio where the ‘Living
Machine’ was built revealed that there was not actually enough students using the environmental
sciences building for it to function as intended. Therefore, much to the amusement of all students, signs
were posted around the university imploring them to use the toilets in that building, lest the living
machine “die” – Personal Communication, Mariah Miller (contact miller@global-studies.de)
11 of 151
maintenance concerns. A combined chapter looking at Catering and Student Perceptions has
been written by Friederike Moellers and contains the bulk of the quantitative data. Issues of
procurement and their possibly relationship to permaculture principles is the topic of
Katherine Maasdorp’s chapter, then possibilities for creating more sustainable transport
options are outlined by Rob Tyrrell. In the final chapter, John Kennedy talks about the
residences on campus, providing more detailed information about past struggles of the DCEC
and environmental policies at the university generally, in the process.
12 of 151
3) Works Cited in this Section
Bernard, H.R., Research Methods in Anthropology: Qualitative and Quantitative Methods, 3rd ed.
(AltaMira Press: Walnut Creek: 2002)
Botha, J., ‘Operations: Environmental Challenges for a University in Transition’, The Declaration,
4/1(Oct 2000) (source: http://www.ulsf.org/pub_declaration_opvol141.htm ) Accessed
12/10/05
Hajer, M.A., Environmental Discourses: Ecological Modernization and the Policy Process (Clarendon
Press: Oxford: 1997)
Hamilton, C., Growth Fetish (Allen & Unwin: Sydney: 2003)
Mason, I.G., et. al., ‘Implementation of a zero waste program at a university campus’, Resources,
Conservation and Recycling, 38(2003) pp.257-269
Mollison, B., “Permaculture” in: Barley, D. (ed.) Futures By Design: The practice of ecological
planning (New Society: Philadelphia: 1994) pp.49-60
Orr, D., ‘Environmental educator and writer answers questions’, Grist (25 Oct 2004) (source:
http://www.grist.org/comments/interactivist/2004/10/25/0rr/) Accessed: 28/10/05
Singer, P., And One World: The Ethics of Globalization (Test Publishing: Melbourne: 2002
Stroh, M., “Qualitative Interviewing” in: Burton, D. (ed.) Research Training for Social Scientists (Sage
Publications: London: 2000) Policy Documents NZ Waste Trust, The End of Waste (source:
http://www.zerowaste.co.nz) Accessed: 08/10/05
Pennsylvania State University, Green Destiny: Penn State’s Emerging Ecological Mission
UKZN, Environmental Policy (source: http://www.ukzn.ac.za/department/extra.asp?
id=7&dept=conserveund) Accessed: 24/10/05
UKZN, Vision and Mission (source: http://www.ukzn.ac.za/aboutus/mission.asp) Accessed: 24/10/05
UN, Agenda 21 (source: http://www.un.org/esa/sustdev/agenda21text.htm) Accessed: 08/10/05
UNCED, The Rio Declaration (source: http://www.un.org/documents/ga/conf151/aconf15126-
1annex1.htm) Accessed: 08/10/2005
WCED, Our Common Future (Oxford University Press: Oxford: 1997)
ZWIA, Standards (source: http://www.zwia.org/standards.html) Accessed 02/10/05
13 of 151
Sanitation, Sewage, and Alternative Systems - by Steve Hubbard
Education, Sanitation and Sewage - by Steve Hubbard
1) Introduction
Sustaining human life requires that some of the Earth’s natural environment be harvested, and
thus mankind by its very nature, consumes. In this regard, however, human societies have over-
succeeded as throughout history we have developed new technological methods of resource
development and thus have created new markets to justify the overproduction of the Earth’s resources.
Consequently, modern western human beings no longer simply seek to survive; they now endeavour
on a quest to constantly over-consume to fulfill previously unsought desires with utter disregard for
the natural environment on which they deeply rely. While this paper seeks to overcome micro-level
environmental problems relating to the KwaZulu-Natal University’s (UKZN) sanitation/sewerage
system, it would be naïve to underestimate these macro-level environmental problems. Therefore this
section will begin with an analysis of what some authors (Tim Ingold, James Carrier etc.) have dubbed
environmental realism. Noting that this phenomenon exists, it will be maintained that any campus
zero-waste project must first confront the sheer reality that educating students is the first step towards
realising any significant change for the better (in this case reducing water consumption). In this regard,
a campus survey was distributed in order to obtain current student environmental awareness, and some
significant results will be revealed. Secondly, technical solutions aimed at reducing water consumption
at the source will be outlined, arguing that substantial financial savings for UKZN could be garnered.
Following this, an alternative sewage system, John Todd’s Living Machine will be introduced, arguing
that by following the principles of ecological design this system could naturally purify wastewater
and, at the same time, serve to educate students at the university. Furthermore, the system allows for
water to be reused and while not potable, the water would be suitable for toilets and for watering
gardens. Combining the Living Machine with a method such as vermicomposting, as will be suggested,
increases the ecologically symbiotic nature of this design and even further eliminates waste. As such,
the proposed system recycles, reduces and reuses the campus water supply, and therefore lives up to
significantly higher standards of environmental sustainability and comes much closer to zero-waste
than current conventional methods at UKZN.
2) Environmental Alienation/Realism: A Call for Better Environmental Education
The self-imposed, yet perhaps unintentional increasing alienation of human beings from
their surrounding environment has been occurring at heightened rates since the age of industrial
revolution. Paintings and poetry of the that time period depict a world in which machines and factory
life become the norm and people from rural country sides move into urban areas in search of work and
better lives. In this way the alienation began. Comparing modern views and attitudes of nature to that
14 of 151
of “primitive” and “premodern” peoples illustrates a certain remarkable contrast. The following quote
was made by a Cherokee Indian Healer from North America:
If we are to make our offerings at a new place, the spiritual beings would
not know us. We would not know the mountains or the significance of
them. We would not know the land and the land would not know us….We
would not know the sacred places….If we were to go on top of an
unfamiliar mountain we would not know the life forms that dwell there.1
What strikes the reader as being significant here is the Cherokee Healer’s personification of the land,
the mountains, and other parts of his/her environment. This personification of nature leads to many
indigenous people having a great deal of respect for the environment around them; they realize that
they are a part of nature, they rely on it for sustenance and are therefore not separated from it. The
opposing view is what James Carrier has called environmental realism derived from the work of Tim
Ingold, in which people “…see their material environment as alienated from themselves, and they ‘can
describe their environment, and report on their actions within it, as though they had themselves
stepped outside it, posing as mere spectators.’”2 The inherent problem of environmental realism is that
it leads in many cases to behavioural indifference in modern societies; people no longer regard a tree
or a river as being significantly vital to their survival and way of life, nor do they fully realize when
flushing a toilet or running water that clean water, which approximately one billion people in the
world lack, is being unnecessarily wasted.3 As John Vogler has suggested the “...problem that must be
addressed in relation to global change is not about order but about changing human behaviour to
promote a sustainable relationship with the physical world”4, thus reconnecting individuals to nature.
One obvious method of successfully overcoming this alienation, especially in a campus environment,
is through education. As David Orr suggests: “The crisis we face is first and foremost one of the mind,
perception, and values; hence, it is a challenge to those institutions presuming to shape minds,
perceptions, and values. It is an educational challenge…”5
Some ideas surrounding environmental education at the tertiary level have been forwarded by
Amy Anderson and Christopher Uhl in their article entitled Green Destiny: Universities Leading the
Way to Sustainable Future. Some of these suggestions include ensuring that:
1
Darrell Addison Posey, “Fragmenting Cosmic Connections,” Globalization, Globalism, Environments, and
Environmentalism, eds. Darrell Posey and Steven Vertovec (New York: Oxford University Press, 2003): 125-
126.
2
James G. Carrier, “Environmental Conservation and Institutional Envrionments in Jamaica,” Confronting
Environments: Local Understanding in a Globalizing World, ed. James G. Carrier (Walnut Creek, California:
AltaMira Press, 2004): 120.
3
P.A. Wilderer, “Applying Sustainable Water Management Concepts in Rural and Urban Areas: Some Thoughts
about Reasons, Means and Needs,” Water Science and Technology 49.7 (2004): 8.
4
John Vogler, “Taking Institutions Seriously: How Regime Analysis can be Relevant to Multilevel
Environmental Governance,” Global Environmental Politics 3.2 (2003): 36.
5
Cited In: Amy Anderson and Christopher Uhl, “Green Destiny: Universities Leading the Way to a Sustainable
Future,” Bioscience 51.1 (2001): 36.
15 of 151
• “College graduates…become aware of the sources of their food, water, and energy, as well as
the destination of their wastes.”
• “Graduates [are] able to take any ordinary manmade object (e.g., a sheet of paper, aluminium
can, and plastic binder) and elucidate the principal ‘upstream’ and ‘downstream’ ecological
connections associated with the manufacture, use, and disposal of the product.”
• “Graduates [are] able to visit the ecosystems of their local watershed and recognize the
commonly occurring organisms (biodiversity) and fundamental ecological processes (e.g.,
energy flow, nutrient cycling, and species interactions).”
• And that: “Graduates should be able to calculate the size of their ecological footprint…and
know how they can minimize the size of that ‘footprint.’”6
Other universities have taken steps to ensure that the graduates they produce have been
properly exposed to environmental education and awareness programs. At the Florida Gulf Coast
University, for example, they have introduced a course called The Colloquium: A Sustainable Future,
which must be taken as a graduate requirement for all undergraduates. UKZN could greatly benefit
from introducing a mandatory multidisciplinary course aimed at educating students in a similar
fashion. From interviews/interactions with various professors in a wide range of departments
(Professor Buckley, Chemical Engineering, Professors Harber and Van Hearden, Architecture,
Professor Uken, Geology, and Professor Witt, Economic History and Development etc.) it is evident
that a multidisciplinary course of this nature could be successfully initiated as staff awareness and
enthusiasm does indeed exist. It must be noted, however, that ‘time is of the essence’. The importance
of educating adults, and especially those young adults only years away from entering the workforce, is
clearly apparent given the current situation: “To wait thirty years for the next generation to make
changes that benefit the environment is unthinkable. The ecological risks are too immediate.
Therefore, adult education is critical.”7 Our assessment of UKZN student awareness, via a survey-
questionnaire, further substantiates this claim.
3) Overview of Student Questionnaire
Initially, it was the research groups hope that appropriate authorities at UKZN could be
approached in order to obtain information on the university’s current environmental situation. It was
quickly determined, however, that due to the recent merging of campuses, as well as an apparent lack
of will on behalf of university staff to deal with our group, that we would have to find alternative
sources of information. It was decided that an alternative solution could be found by conducting a
student questionnaire/survey (Friederike Moellers’ Chapter on Perceptions) as well as through
6
Anderson and Uhl, 40.
7
Paul Bélanger, “Learning Environments and Environmental Education,” Environmental Adult Education:
Ecological Learning, Theory, and Practice for Socioenvironmental Change, eds. Lilian H. Hill and Darlene E.
Clover (Wiley Periodicals, Hoboken, New Jersey, 2003): 83.
16 of 151
interviewing a variety of professors at UKZN (results given throughout research project). A separate
questionnaire (included in the appendix) was distributed for the purposes of this chapter which related
predominantly to issues surrounding water use, waste, energy and environmental education. In total,
40 students were surveyed when conducting this secondary questionnaire. The respondents were
predominantly female (62.5%), undergraduate (70%), South African (75%) and between the ages of
19 and 21 (42.5%).
When asked to name the “three ‘R’s [reduce, recycle and reuse] related to environmental
waste management practices”, sixty percent of those polled were unable to even name one. Of those
who did answer correctly, post-grad students and international students tended to score slightly higher
than undergrads and South African students.1 Interestingly enough, there was an even stronger
correlation between those students who liked the idea of having wind turbines and solar panels on
campus (37.5% of those surveyed said they liked it and a further 27.5% said that it wouldn’t bother
them) and scoring higher on the aforementioned question.2 If one removes those who answered “I
don’t know”, there also exists a correlation between those who felt a need for composting on campus
(55%) and those who thought UKZN should be tougher on its environmental policies relating to waste
and recycling (82.5%).3 Gender, age and place of living (parents, apartment or residence) were all
found to be insignificant factors in the secondary survey. The survey did reveal, however, that the
overall trend amongst UKZN students suggests a general lack of environmental awareness. Other
survey findings will be outlined in the conclusion of this chapter to reinforce the suggestions made.
4) Retrofitting Campus Restrooms to Reduce Water and Energy Consumption
Over the past one hundred years, water consumption for human purposes has increased from
600 km to 3,800 km3.1 This figure demonstrates, as was suggested earlier, that human beings have
3
developed a multitude of “new” technologies and markets which tend to over-consume resources. The
amount of potable water that is simply wasted, however, is astonishing. Consider, for example, the
following two facts: 1) It is estimated that about 20% of the world’s available drinking water supply is
simply flushed down the drain;2 and 2) A leaky tap will waste approximately 90l of water daily. 3 From
these two pieces of information, one can conclude that a great deal of the Earth’s water supply could
be spared by simply introducing sanitation technologies that utilize less water and that are in good
1
These correlations tend to be quite mild, however. In regards to post-grads scoring better on the question, the
correlation was only found to be +.328 and that number for international students was slightly weaker, at +.317.
2
Correlation was found to be +.432.
3
Correlation was found to be +.431.
1
Wilderer, 8. Where 1 km3 equals 1 trillion liters.
2
Hardip Singh, “Restroom Retrofits: Make Water Savings Top Priority,” HPAC Engineering (March 2004): 53.
3
Manuel Fuentes, Sue Roaf and Stephanie Thomas, Ecohouse: A Design Guide (Amsterdam, Architectural
Press, 2002): 221.
17 of 151
operating order. While it is difficult to give an overview of all of the current methods of achieving this
end, some of the possible solutions which could be utilized at UKZN will be outlined.
4.1) Urine Diversion Toilets:
At the beginning of our interview with Professor Buckley of the Chemical Engineering
Department at UKZN, we outlined the goals and nature of our project. Before having fully introduced
the topic, however, Professor Buckley proudly displayed his urine diversion toilet, which was being
introduced into an area of the UKZN campus, albeit in a remote and rather unseen location (near the
Old Mutual Sports Hall). The toilet is extremely simple: it has two holes, one for urine and one for
faeces, and the advantages of separating these two human excrements are fundamental:
Urine contains great amounts of nitrogen, phosphorous and potassium that

could be recovered and used as fertilizer. Otterpohl et al. (1997) report that
87% of the nitrogen contained in the influent of municipal wastewater
treatment plants, 50% of phosphorus and 54% of potassium stem from
urine. Separating urine from wastewater at the source would eliminate the
necessity for expensive nitrogen removal processes at the wastewater
treatment plant...4
In conventional systems, as in the case of UKZN, the nutrient value of urine is wasted as
wastewater is simply thrown out to sea. In the project on campus, however, about 10 students are
conducting research to determine the values of reusing these nutrients.5 There are two challenges in
implementing these urine diversion toilets on campus, however: the first would involve educating
students so that they do not see these toilets as “primitive” but rather as necessary; and the second
would involve financial investment, on behalf of UKZN, in order to change the current sanitation
system to include urine diversion toilets. This second challenge, however, is necessary if the university
is to undertake any infrastructural change pertaining to its sanitation scheme.
4.2) The Waterless Urinal:
UKZN could make substantial water savings, and thus financial savings, through a variety of
methods. The current urinals used in the university, while having been changed to “flush-on-demand”
4
Wilderer, 12.
5
Interview with Professor Chris Buckley, Chemical Engineering Department, UKZN, 10/31/05.
18 of 151
systems about 12 years ago6, still consume a great deal of water. There are alternatives technologies,
however, which use no water at all. While the conventional urinal uses about 3.79 litres per flush (lpf),
the waterless urinal, as its name indicates, uses no water at all. “The waterless urinals contain built-in
waste traps with a blocking fluid that has a specific gravity that is lighter than urine. The blocking
fluid floats on the surface of the urine to create a perfect seal. When the urinal is used, the urine flows
through the blocking fluid into the drain pipe…”7 As such, these urinals save somewhere in the
neighbourhood of $80 to $100 (US, +/- 650 ZAR) per year on maintenance costs (less handling), cost
nothing in terms of water usage, are easy to install, and as they use no water, they are highly sanitary
(bacterial growth requires water).8 Consequently waterless urinals, like urine diversion toilets, could
allow for the reuse of urine-based nutrients.
4.3) Sensor Operated Equipment:
There exists a myriad of sensor operated equipment which can be utilized in washrooms to
ensure energy and water savings. As far as lighting is concerned, UKZN could benefit greatly from
installing low energy bulbs in washroom facilities (and indeed in other areas as well). This is
especially important as the washrooms at UKZN are often unoccupied and lighting is switched on
throughout the day, even when sunlight could provide sufficient lighting. Regardless they should be
switched off during daylight hours for substantial energy savings. Coupling the use of these energy
efficient bulbs with automatic lighting operated by motion sensors could greatly reduce energy
consumption in washroom facilities.
Sensors are also often used to reduce water consumption in sanitation facilities. Utilizing
sensor operated sinks can save a great deal of water. A study in the U.S. demonstrates the amount of
savings that can be achieved:
Based on a comparison of both manual and sensor-operated faucets that

flow 2.2 gpm [gallons per minute, or ≈8.33 litres per minute] with users
following the U.S. Food and Drug Administration (FDA) Food Code hand-
washing procedure, there would be a savings of 1.057 gal. [≈4 litres] of
water per washing. That is because sensor-operated faucets shut off unless a
user’s hands are in the active area, which is why manual faucets waste
considerably more water as users lather their hands and wash.9
6
Ibid.
7
Singh, 53.
8
Ibid.
9
Peter Jahrling, “Water-Conserving Restroom Fixtures,” HPAC Engineering (June 2005): 28.
19 of 151
A great deal of water is wasted in the process of hand washing as users often leave water
running during the entire process. While the use of waterless urinals would achieve maximum water
savings, the use of sensors on standard urinals can also reduce water consumption.
While there are many alternatives to using paper towels to dry hands, it seems the most
effective method is to use low energy hand dryers. While reusable cloth hand drying mechanisms have
the highest rate of energy savings, they also tend to have significant weaknesses relating to health as
bacteria can form on damp cloths and constant maintenance and washing/drying would be required.
According to one study, the cost of operating low energy hand dryers is about 10% of the cost of paper
towels, and eliminates labour costs related to ordering, replenishing stock, and collecting and
disposing of used paper towels.10
4.4) Simplistic Sources of Water Conservation:
There also exist some very basic and simple means of conserving water, those that act to displace
water in toilets: “WC cistern water displacement devices are available in all countries, albeit only a
stone or brick in some cases. More imaginative in the UK, with a typical flush of 6-9l, is the use of the
plastic bags, ‘Hippo’ and yellow sponges, ‘Soggy Doggy’, that have been distributed by water
companies to encourage their customers to conserve water.”11 UKZN could quite easily put bricks in
toilets to reduce water use significantly when one considers those savings on a campus wide level.
While these are only some of the many methods of reducing water consumption at UKZN, it
is quite evident that very simple and cost-effective methods of achieving savings exist. Other
universities have undertaken such projects and have had remarkable results, just by changing the
design and infrastructure of wastewater services. For example, “California State University at
Northridge has reduced water consumption by 15% by retrofitting showers, installing flush valves and
faucets with water-saving devices, posting water-conservation information, and using reclaimed water
for landscaping…”12 The financial savings that are made through these techniques can then be
invested into making further changes to campus wastewater systems. One alternative method of
sewage treatment, the Living Machine, is based on principles of Ecological Engineering. According to
W. Mitsch, “‘Ecological engineers participate in ecosystem design by providing choices of initial
species as well as the starting conditions; nature does the rest’.” 13 Here, the Living Machine will be
considered as an alternative sewage system, which would allow for greater water savings, reuse and
also serve to educate students at UKZN.
10
Jahrling, 29.
11
Manuel Fuentes et al., 217-218.
12
13
Beth Josephson and John Todd, “The Design of Living Technologies for Waste Treatment,” Ecological
Engineering 6 (1996): 110.
20 of 151
5) The Living Machine
Essentially, the Living Machine is an aquaculture wastewater treatment mechanism. The

philosophy behind such systems is that:
…considerable amounts of the major plant nutrients nitrogen and

phosphorus, which are found in household and municipal wastewater, are
reused in new biological production that can be harvested. By the
establishment of complex ecological systems with assemblies of bacteria,
algae, zooplankton, crustaceans, fish and higher plants, the technology aims
at processing wastewater to advanced standards using mainly solar power
and natural processes…1
According to John Todd, the creator of the Living Machine system, this method utilizes a
cellular design in which a series of tanks are connected like beads on a string. Each of these cells differ
in their purpose, and therefore also in their design to achieve that specific purpose.2 The cells
encompass six principle treatment components: 1) an anaerobic reactor which is quite similar to a
septic tank in both appearance and function. Its main purpose is to reduce solids in the wastewater as
well as to reduce concentrations of BOD5, and by incorporating a carbon or biofilter into the design,
odorous gasses are removed; 2) an anoxic tank which promotes the growth of floc-forming
microorganisms which serve to further reduce levels of BOD 5. Furthermore, settled biosolids from the
clarifier (step 5) and nitrified process water from the final aerobic reactor (step 4) are recycled back
into this tank. “The purpose of these recycles is to provide sufficient carbon sources to the anoxic
reactor to support denitrification without using supplemental chemicals, such as methanol.” 3; 3) a
closed aerobic reactor which reduces dissolved wastewater BOD5 to low levels, removes further
odorous gasses, and stimulates nitrification; 4) open aerobic reactors which are covered with
vegetation supported by racks which provide surface area for microbial growth, perform nutrient
uptake, serve as habitat for insects and microorganisms, complete the process of nitrification, and
reduce levels of BOD5 to better than secondary levels. According to Todd, “there is economic
potential in plants from living machines. Flowers, medical herbs and trees used in rhizofiltration in a
waste treatment facility can subsequently be sold as byproducts.”4 So the Living Machine serves more
purposes than simply as a wastewater treatment system; 5) a clarifier which acts as a settling tank
which allows remaining solids to be separated from treated wastewater. This cell is often covered with
1
Hans Brix, “How ‘Green’ are Aquaculture, Constructed Wetlands and Conventional Wastewater Treatment
Systems?,” Water Science and Technology 40.3 (1999): 46.
2
Josephson and Todd, 115.
3
United States Environmental Protection Agency, Wastewater Technology Fact Sheet: The Living Machine,
(2001): 3.
4
21 of 151
duckweed which prevents algae growth; and 6) ‘ecological fluidized beds’ (EFBs) which perform final
treatment of the wastewater, consist of inner and outer tanks which serve to separate particulate matter
from water, take care of any final nitrification if necessary, and also further separate sludge. According
to the Environmental Protection Agency (EPA) of the U.S.: “After this last step, the wastewater should
be suitable for discharge to surface waters or subsurface disposal system, or reused for landscape
irrigation, toilet flushing, vehicle washing, etc.”5 Furthermore, the study found that the system is
capable of achieving tertiary levels of wastewater treatment and, when doing so, costs less than
conventional methods, and that it doesn’t typically require chemicals that are harmful to the
environment in its operation.6
Often utilizing hundreds of plant species, bacteria, microbes, fish, snails and other natural
organisms, the Living Machine is able to treat wastewater to levels higher than those required by the
EPA, and that is highly reusable.7 According to Todd, the snails not only act to help purify the water,
they also warn operators of toxics entering the system. “When a toxic load enters the…sewage
treatment system for example the snails quickly leave the water column and move onto the moist
lower leaves of the floating plants above the water. Observing this behavior the operator then increases
the rate of recycling clean water back upstream into the first cells.” 8 Consequently, the Living
Machine would follow Mitsch’s principle of ecological engineering, whereby humans chose the
appropriate starting conditions and natural organisms, and nature does the rest. It has also proven to be
a highly useful educational tool for university level students. Penn State University has introduced a
Living Machine system on its campus to provide students of a variety of disciplines with an
educational study tool, as well as to increase environmental awareness of the student population.9 One
of the only problems cited in reports on the Living Machine was that it tends to produce a significant
amount of sludge.10 There exists another natural technique, however, for dealing with this problem.
Vermicomposting
The process of vermicomposting is one in which everyday worms are utilized to turn waste
into fertilizers suitable for agriculture. As the Living Machine tends to produce significant amounts of
sludge, it seems suitable to combine these two systems to reduce waste to the greatest extent possible.
The advantages of this system are outlined in an article by O. Basja et al. entitled Vermiculture as a
Tool for Domestic Wastewater Management:
5
U.S. EPA, 2-4.
6
U.S. EPA, 1.
7
Christopher Hallowell, “Living ‘Machines’ that Make Water out of Sewage,”
http://www.time.com/time/reports/environment/heroes/heroesgallery/0,2967,todd,00.html 14/20/2005.
8
9
10
Brix, 49.
22 of 151
The advantages for using Vermicomposting as a means to process sewage

sludge over conventional composting are that the product is more
homogenous, rich in plant nutrients, the levels of contaminants are reduced
and the resulting vermicompost appears to hold more nutrients over a longer
period of time. It also greatly increases the water holding capacity of the
soil…11
The system can easily coexist on site with the Living Machine, and as such reduces the costs
of transporting the sludge to a different treatment facility. Furthermore, vermicomposting complies
with grade A sludge stabilization, is a pollution free process, produces no odour or leachate, is cost
competitive (especially on-site), has the potential to process other organic wastes (many exist on
campuses), and produces a higher value end product in fertilizer which leads to higher crop yields and
quality.12 Thus, one of the main shortcomings of the Living Machine system is overcome by
introducing another process that utilizes the principles of ecological engineering/design and natural
systems.
6) Measuring System Effectiveness
There are many methods of measuring the effectiveness of a given wastewater treatment
facility. In this context, however, it is necessary to incorporate measures to determine just how
environmentally friendly or green the system is. The following measuring scheme was taken from
Hans Brix’s highly relevant article entitled How ‘Green’ are Aquaculture, Constructed Wetlands and
Conventional Wastewater Treatment Systems?:
Analysis of Process: How Green is it?

• treatment performance in relation to effluent standards
• robustness of process
• emissions of various pollutants to environment
• waste production (e.g. sludge)
• recycling or re-use potential
• energy consumption, including source of energy used
• use of chemicals
• area use
• environmental nuisance
11
O. Bajsa, J. Nair, K. Mathew and G.E. Ho, “Vermiculture as a Tool for Domestic Wastewater Management,”
Water Science and Technology 48.11 (2003): 126.
12
O. Basja et al., 128.
23 of 151
• environmental benefits1
If one were to measure the Living Machine & Vermicomposting combination system of
wastewater against these principles, one would find that it meets all of the criteria. While it was not
considered before (yet is one of Brix’s criteria), the Living Machine technology can utilize renewable
wind/solar energy to operate, and the process of vermicomposting requires only the energy of the
organisms that make it function. Thus, when operated appropriately this system is remarkable in terms
of its being environmentally friendly. It also serves a wide variety of secondary purposes including 1)
on-campus education; it is 2) aesthetically pleasing as it utilizes plants which can range from flowers
to medicinal herbs, and thus also has 3) economic potential or can be co-utilized by a botany/medicine
department.
7) Conclusion
This chapter has introduced a variety of methods of changing the way water is used from
source to ‘end-pipe’. Alternative or green sewage treatment facilities, potentials for conserving energy
and water in university sanitation facilities, as well as outlining potential methods of educating
students to overcome environmental alienation (i.e. through education) were outlined. UKZN could
benefit immensely from implementing some, or even all of these schemes on campus. From the
survey-questionnaire distributed on campus, it was learned that a great number of students polled
(82.5%) suggested that there was indeed a need for the university to be more green in terms of its
everyday operations and get tougher on its environmental legislation. 1 They also felt that there was a
need (60% of those surveyed) for students to enrol in mandatory multidisciplinary courses aimed at
teaching environmental awareness as part of their graduation requirement. Professor Peters
(Department of Architecture) distributed to members of the research team pamphlets outlining that the
UKZN has principles relating to its relationship to the environment and waste/water/energy
conservation. Among them, Principle 6 states that: “The University, recognising the direct and indirect
costs of land, water, energy and materials, shall take appropriate steps to minimise wasteful utilisation
of such resources”, while Principle 7 outlines that “…Waste management and pollution control on the
university campuses should emphasise accountability, prevention, treatment and reuse.”2 From these
principles it can be determined that the university, on paper at least, has an environmental
consciousness. Practically, however, UKZN fails to achieve any real tangible results in its relationship
with the environment. Students on campus were rarely even aware that the university had policies
relating to the environment (55% of those surveyed), and of those who were aware, only a small
percentage (22%) felt the university does a good job at sustaining its relationship with the
1
Brix, 46.
1
It should be noted that this question was posed as it pertains to waste and recycling policies.
2
“University of Natal – Environmental Policy,” Journal of KwaZulu-Natal, Institute for Architecture:
Environmental Impact, 23.3 (1998): 5.
24 of 151
environment. Financial limitations may be preventing UKZN from implementing plans such as those
outlined in this chapter. It is evident, however, from experiences at other universities that applying
these methods can also have great, albeit them often long-term, financial savings. While zero-waste
may be a ‘pipe-dream’ as far as water consumption is concerned, UKZN could come a long way in
reducing its overall consumption and waste. Most importantly what matters is that universities produce
students who are environmentally conscious, as they are the ones who will be ultimately responsible
for preserving our Earth for future generations; Leading by example, universities can thus have a
significantly large impact on the future of mankind and its relationship to what could be a healthy and
sustainable natural environment.
8) Works Cited
Anderson, Amy and Christopher Uhl. “Green Destiny: Universities Leading the Way to a Sustainable Future.”
Bioscience 51.1 (2001): 36-42.
Bajsa, O., J. Nair, K. Mathew and G.E. Ho. “Vermiculture as a Tool for Domestic Wastewater Management.”
Water Science and Technology 48.11 (2003): 125-132.
25 of 151
Bélanger, Paul. “Learning Environments and Environmental Education.” Environmental Adult Education:
Ecological Learning, Theory, and Practice for Socioenvironmental Change. eds. Lilian H. Hill and
Darlene E. Clover. Wiley Periodicals, Hoboken, New Jersey, 2003.
Brix, Hans. “How ‘Green’ are Aquaculture, Constructed Wetlands and Conventional Wastewater Treatment
Systems?” Water Science and Technology 40.3 (1999): 45-50.
Carrier, James G. “Environmental Conservation and Institutional Environments in Jamaica.” Confronting
Environments: Local Understanding in a Globalizing World. ed. James G. Carrier. Walnut Creek,
California: AltaMira Press, 2004.
Fuentes, Manuel, Sue Roaf and Stephanie Thomas. Ecohouse: A Design Guide. Amsterdam, Architectural Press,
2002.
Hallowell, Christopher. “Living ‘Machines’ that Make Water out of Sewage.”
http://www.time.com/time/reports/environment/heroes/heroesgallery/0,2967,todd,00.html. 14/20/2005.
Interview with Professor Chris Buckley. Chemical Engineering Department. UKZN. 10/31/05.
Jahrling, Peter. “Water-Conserving Restroom Fixtures.” HPAC Engineering (June 2005): 24-32.
Josephson, Beth and John Todd. “The Design of Living Technologies for Waste Treatment.” Ecological
Engineering 6 (1996): 109-136.
Posey, Darrell Addison. “Fragmenting Cosmic Connections.” Globalization, Globalism, Environments, and
Environmentalism. eds. Darrell Posey and Steven Vertovec. New York: Oxford University Press, 2003.
Singh, Hardip. “Restroom Retrofits: Make Water Savings Top Priority.” HPAC Engineering (March 2004): 53-
57.
United States Environmental Protection Agency. Wastewater Technology Fact Sheet: The Living Machine. 2001.
“University of Natal – Environmental Policy.” Journal of KwaZulu-Natal, Institute for Architecture:
Environmental Impact 23.3 (1998): 5.
Vogler, John. “Taking Institutions Seriously: How Regime Analysis can be Relevant to Multilevel
Environmental Governance.” Global Environmental Politics 3.2 (2003): 25-39.
Wilderer, P.A. “Applying Sustainable Water Management Concepts in Rural and Urban Areas: Some Thoughts
about Reasons, Means and Needs.” Water Science and Technology 49.7 (2004): 7-16.
26 of 151
Towards a Sustainable Waste Management at Howard College - by Christian Tetzel
Towards Sustainable Waste Management - by Christian Tetzel
This paper is the waste management component of an environmental assessment project,

which analyses the possibilities of creating a “zero waste” campus at Howard College. At present,
achieving the goal of “zero waste” is for most organizations and institutions difficult due to a lack of
an efficient and sustainable waste management system. However, this paper does not claim that
Howard College will become a “Zero-Waste-University” just by improving its waste management
system, rather it presents recommendations for a waste management which would make the University
as environmentally friendly and sustainable as possible.
This paper will start presenting a theoretical background for waste management. It then
analyses the current waste management at Howard College and elaborates on its policies and
activities, as well as on the problems, which currently occur at the University. It finally presents
recommendations for sustainable and efficient waste management at Howard College.
1) Methodology
1.1) Literature Review
Information on Waste Management can be found in literature such as books, periodical articles
and the internet. Although the issue of waste management has gained importance over the last two
decades most of the available literature still just addresses waste management strategies and policies
for the industry and governmental institutions. It is therefore that I have attempted to critically engage
in the issues that effect the waste management at universities. Additionally, I will provide an overview
of literature dealing with waste management at universities which is unfortunately not available at
UKZN libraries at present.1
1.2) Student Questionnaire
Successful waste management does not only depend on the performance of the administrative
body at a university. It is also important to include the academic community when environmental and
waste issues are to be addressed seriously. In order to gain some qualitative data we developed a
questionnaire to find out more about the students perceptions of the universities waste management
and to get information of their attitudes towards waste issues. We took two samples of 100 and 40
participants. While the sample with 100 students only had to answer two questions which were related
1
See Appendix A
27 of 151
to recycling issues, the sample with 40 students additionally had to answer five questions which were
related to issues of awareness, education, and knowledge.
1.3) Expert Interviews
As it turned out during the research, obtaining information about waste management at the
university is very difficult. Relevant documents, statistics, legislation and policies did either not exist
or were not published, or the access to them was denied by administrative staff. To improve this
situation, two expert interviews were conducted to gain more information about the universities waste
management strategies and its attitude towards waste issues at the campus. These interviews were held
with Prof. Michelle McLean, member at the Durban Centre Environmental Committee and with Dr.
Christina Trois from the Civil Engineering Department at Howard College. Additionally, in order the
get a better understanding of the current waste management situation one e-mail interview was held
with Jeremy Droyman who is an official at Don’t Waste Services (DWS).
2) Theoretical Background
2.1) Definition of Waste
According to the South African National Waste Management Strategy (Version D, 1999),
“waste” is an undesirable or superfluous by-product, emission, or residue of any process or activity
that has been discarded, accumulated or been stored for the purpose of discarding or processing.
Waste products may be gaseous, liquid or solid or any combination thereof and may originate from
domestic, commercial or industrial activities, and include sewage sludge, radioactive waste, building
rubble, as well as mining, metallurgical and power generation waste.1
2.2) Waste Categorisation
According to Hall and Ball, wastes can be categorised into three basic groups:2
2.2.1) Inert Wastes
These are wastes that are not considered intrinsically harmful and should not make a negative
impact on the environment unless they are disposed off in poorly selected disposal sites. Examples
include builder’s rubble, tyres and soil
1
National Waste Management Strategy, Version D, 15 October 1999, South Africa, chap. 3.2.
2
Hall and Ball, 1989
28 of 151
2.2.2) General Wastes
These wastes will exert a negative impact on the environment when the products of their
breakdown (leachate and landfill gas) are allowed to pollute the environment. Examples include
household, commercial garden refuse and industrial wastes.
2.2.3) Special Wastes
These include all wastes not considered in the other two categories, defined in the European
Economic Community waste management regulations as “that group of wastes which because of
quantity, concentration, physical, chemical or infectious characteristics may cause ill health, increased
mortality to life or adversely affect the environment or pose an immediate or potential threat when
improperly treated, sorted, transported, disposed off or otherwise managed and exhibits characteristics
of corrosivity, toxicity, inflammability, volatility, explosivity or radioactivity.”
The post-apartheid South African government categorises wastes as either general or

hazardous.3 Within these two categories, waste is categorised according to its source namely,
domestic, commercial or industrial. General waste is sub-divided into paper, metals, glass, plastic,
organic and inert materials (which includes builders rubble) while hazardous waste is categorised
according to the nine classes and four hazardous ratings, as described in the DWAF Minimum
Requirements documents (Second edition, 1988).
2.2.4) Waste Management
Waste is not just garbage; it is also energy, water, food, air, transportation, landscaping, time
and money. Therefore, waste management works toward reduction, reuse and recycling of all
resources.4 Waste management can further be described as the collection, transport, processing or
disposal of waste materials, usually ones produced by human activity, in an effort to reduce their effect
on human health or local amenity. Waste management can involve solid, liquid or gaseous wastes,
with different methods and fields of expertise for each.
2.3) Waste Management Strategy
The South African National Waste Management Strategy Document defines an integrated
waste management strategy as “a holistic and integrated course of action, which specifies the
institutional, infrastructural and technological support, as well as human and financial resources
3
National Waste Management Strategy, Version D, 15 October 1999, South Africa, ch. 3.3.
4
http://www.adm.uwaterloo.ca/infowast/howstart.html, accessed on 04.11.2005
29 of 151
required to establish and implement an integrated waste management strategy. 5 This strategy commits
all the people of South Africa to preventing and minimising waste generation at source in order to
protect human health and the environment and to develop resources in a sustainable manner.
2.4) Waste Management Hierarchy
Waste management has a number of different concepts, which vary in their usage between
countries or regions. The waste hierarchy classifies waste management strategies according to their
desirability. The term ‘3 Rs’, or ‘Reduce-Reuse-Recycle’, has also been used for the same purpose.
The waste hierarchy has taken many forms over the past decade, but the basic concept has remained
the cornerstone of most waste minimisation strategies.
The aim of the waste hierarchy is to extract the maximum practical benefits from products and to
generate the minimum amount of waste.6 Some waste management experts have recently incorporated
a 'fourth R': "Re-think", with the implied meaning that the present system may have fundamental
flaws, and that a thoroughly effective system of waste management may need an entirely new way of
looking at waste.
For instance, the Department of Primary Industries, Water and Environment (DPIWE) of
Tasmania notes, that all waste should be managed in accordance with the guiding principles of the
waste management hierarchy, with waste avoidance being the most preferred option and disposal and
permanent containment being the least preferred.7 Their waste hierarchy approach, which is
internationally accepted as a rigorous approach to integrated waste management, states that waste
should be managed in the following order of preference:
- Avoidance
- Reuse
- Recycling
- Energy Recovery
- Repository Storage
- Treatment
- Disposal / Permanent Containment
5
National Waste Management Strategy, Version D, 15 October 1999, South Africa, ch. 3.2.
6
http://www.biocrawler.com/biowiki/Waste_disposal, accessed on 04.11.2005
7
http://www.dpiwe.tas.gov.au/inter.nsf/WebPages/CDAT-64T89W?open, accessed on 04.11.2005
30 of 151
The waste hierarchy approach, which is followed by the South African government, prioritises waste
management options, in descending order as follows:
- Cleaner Production (Waste Prevention, Waste Minimization)

- Recycling (Re-use, Recovery, Composting)
- Treatment (Physical, Thermal and Chemical Destruction)
- Disposal (Landfilling)
3) Excurse: Recycling in South Africa
The realities of South Africa’s situation as an economy in transition impinge strongly on

recycling. The present unemployment situation has resulted in people accepting jobs that would not be
applicable overseas. Scavengers on rubbish dumps are a reality and their presence has ramifications on
the type of recycling methods that can be viable. Nowadays the manual separation of recyclable
materials at rubbish dumps is more often than not the preferred option by recycling companies,
although it is highly questionable how environmentally responsible and efficient such an option is.
Furthermore, the need for healthy and reasonable working conditions should not be forgotten.
According to Paschke and Hatcher, in South Africa there are essentially three types of
domestic solid waste recycling systems employed to remove recyclable goods from the waste stream:1
3.1) Drop off system

The household / institution is required to separate the recyclable materials from other refuse
and to take these materials to special containers or drop off centres. An example would be the glass
igloos at shopping centres.
3.2) Central Sorting

Unsorted refuse is removed from the household / institution in the usual way and taken to a
processing plant or rubbish dump where recyclables are removed. An example of this is people
“scavenging” rubbish dumps for materials, which are then sold to recycling companies.
3.3) Curb-side collection

The household / institution is required to keep the recyclable materials separate from the other
refuse and to place them in identifiable containers (such as different coloured bags) which are then
removed from the household / institution. The difference between this and the drop off system is that,
with curb-side collection, the household / institution does not have to transport the recyclables.
1
Paschke, R. and Hatcher, B., 1991, p. 11
31 of 151
4) Environmental Management System
An appropriate way to deal more effectively with environmental issues in general and to run a
sustainable waste management in particular is the introduction of an “Environmental Management
System” (EMS). An Environmental Management System can best be described as a systematic
approach for organizations to bring environmental considerations into decision making and day-to-day
operations.1 It also establishes a framework for tracking, evaluating and communicating environmental
performance. An EMS helps ensure that major environmental risks and liabilities are identified,
minimized and managed.
There are several benefits for organizations when they introduce an EMS. Firstly, it helps an
organization comply with its regulatory responsibilities, and provides a means for addressing non-
regulated environmental aspects such as energy efficiency and resource conservation. Secondly, it
facilitates assessment of risks and liabilities. Thirdly, it increases operating efficiency, creates standard
operating procedures, and captures institutional knowledge of experienced employees. Fourthly, it
increases employees' environmental awareness and involvement throughout the organization. Lastly, it
gives potential for environmental and financial benefits, and provides a competitive edge and
improves public relations.
According to the United States Environmental Policy Agency, a sufficient and successful EMS
should include the following 12 key elements:2
1. Environmental Policy
2. Structure, Responsibility, and Accountability
3. Communications
4. Environmental Requirements and Voluntary Undertakings
5. Environmental Impacts
6. Operational Control
7. Corrective/Preventive Action and Emergency Response
8. Monitoring/Measurement (including compliance audits)
9. Training, Awareness, and Competence (including educational programmes)
10. Organizational Decision-Making & Planning
11. Records Management and Document Control
12. Continuing Program Evaluation and Improvement
1
http://www.ec.gc.ca/international/refs/gloss_e.htm, accessed on 04.11.2005
2
http://www.epa.gov/epaoswer/ems/basic.htm, accessed on 04.11.2005
32 of 151
5) Waste Management at Howard College
5.1) Current Situation
According to official documents provided by administrative staff the current waste

∗
management system at the University follows a holistic approach to waste management , which
includes a recycling scheme for the waste produced at the Howard College and Medical School
campuses in Durban.1 Prior to the current waste management strategy which was implemented about
five years ago, recycling schemes and projects on the campus were run by a group of dedicated
individuals within certain departments in the University. With the exception of the Nelson R. Mandela
Medical School, which ran a successful paper recycling scheme until the adoption of the current waste
system by the university, recycling schemes functioned at an irregular basis and mostly lapsed or at
best functioned intermittently. Under the current recycling system, which is a mix of central sorting
and curb-side collection, an external waste contractor is employed by the university to collect and
dispose of all the general waste produced at the university. Prior to disposal the recyclable fraction is
separated by the contractor, while the non-recyclable fraction is collected by Durban Solid Waste
(DSW) for disposal at the municipal landfill site.2 The recyclables are then separated by the waste
contractor, which is Don’t Waste Services (DWS), and sent to the Don’t Waste depot.
5.2) Generation, Collection and Sorting of Waste
General waste is generated by the University community in academic, administrative and

residential areas of the campus. The yearly graphs in the figures on page 9 and 10 show the total waste
generated at Howard College and the Nelson R. Mandela Medical School for the years 2003, 2004 and
2005. Unfortunately, at present only the total mass of waste generated by both campuses is measured,
rather than the generation rates at the individual campuses and the individual buildings. Furthermore it
is disappointing that the graphs only show a comparison of the waste type by weight, rather to give
clear information for how much waste is produced in general and how much percent of recyclable
waste is generated at the university in particular.
Quite confusing is also the fact that the three graphs present inconsistent date regarding the waste
which was collected. In particular this comes to light when one compares the data of 2003, 2004, and
2005 for paper and waste.3

In my interpretation, a holistic approach to waste management implies a strategy where waste is dealt with in
an environmentally responsible way from generation at source to ultimate disposal.
1
Internal Notices, placed by: osze@ukzn.ac.za on 20.08.2004
2
It shall be mentioned here that the university also produces hazardous waste (mostly produced by the medical
school, and the biological and chemical departments) which is separately collected by Enviroserv
3
In an e-mail interview with Jeremy Droyman, one of the Don’t Waste Services Officals, I tried to gather more
information about the validity of the data. Unfortunately he had no explanation for such big differences as they
occur in the presented yearly graphs. It is in this regard also quite astonishing that university officials are able
33 of 151
According to information provided by DWS, the generated waste in each building at the
university is collected daily in black refuse bags by cleaning staff and sent to designated waste holding
areas around campus, where it is placed in blue 240 L bins provided by DWS. 4 The waste is then
collected by vehicle from the areas and sent to a sorting area provided by the university.5 On arrival at
the sorting station, the waste is separated into recyclables and non-recyclables by DWS employees.6
The non-recyclables are loaded onto a refuse lorry, ready for disposal at the municipal landfill. The
recyclable fraction is sent to the DWS depot for storage. Both types of waste are measured before they
are transported off the site. Records are kept for each load of waste delivered onto the site, and
aggregated on a monthly basis. These data is loaded onto a website created by DWS for the
university.7 It shall be mentioned here, that from August 2000 until September 2002 the amount of
non-recyclable and recyclable waste (the latter by category) was estimated by volume, but since
October 2002 waste types have been weighed and recorded in kilogram units.
5.3) Yearly Graph 2003
to claim that since this project began the percentage of recycled waste has remained at 80% or above.
4
E-mail interview with Jeremy Droyman (Don’t Waste Official), on 04.11.2005
5
The central collection area is within Gate 11 at Bel Air Road.
6
However, I neither believe that this sorting system is environmentally responsible nor is it efficient. I visited
this depot and it stank like on a landfill site rather than to be a sorting area. No wonder, when one takes into
consideration that all the waste (food, trash, metals and cans etc.) is filled into big black plastic bags before.
7
www.dontwaste.ac.za, accessed on 04.11.2005
34 of 151
5.6) Recovery of Recyclable Fractions
The main categories of recyclable waste which is handled by DWS are listed below:8
5.6.1) Paper
Paper is collected in different coloured bags by University cleaning staff and taken to a
collection area, from which it is collected by DWS.
8
E-mail interview with Jeremy Droyman (Don’t Waste Official), on 04.11.2005
35 of 151
5.6.2) Plastic LD/HD, PET, Cans

The various forms of plastic are separated from the general waste and sorted according to the
different types by DWS staff.
5.6.3) Cardboard
Empty cardboard boxes are flattened and stacked at the waste holding area, where they are
collected by DWS.
5.6.4) Glass
Glass like the materials mentioned under b) is firstly separated from the general waste before
it is sorted by colour, into white, green and brown. It is then collected by DWS from the central
collection area.
All recyclable materials are removed from the central collection area on Bel Air Road (within
Gate 11) and sent to the DWS depot. All the non-recyclable waste is collected from the Bel Air Road
site by Durban Solid Waste (DSW) and handed off for disposal at the municipal landfill site.9
5.7) Toxic Waste Management at the University
At present the University has a system in place for the disposal of Toxic Chemical Waste as
well as Hazardous Biological Waste. According the Occupational Health & Safety Manager, all
departments, schools and faculties at the University generating either of these categories of waste are
required to familiarise themselves with the correct disposal methods and should ensure that this waste
joins the stream, which is in place.10
Furthermore, the management of any school and faculty which generates either of the above
two waste types is legally responsible for the correct disposal of this waste, which is ensured through
the application of the “cradle grave” principle. Lastly, the company “Compass Waste Systems” is
contracted to dispose of this waste in the correct manner and the departments have to product receipts
from the final disposal company to prove that the waste has been properly disposed of.
9
Although it would have been interesting to find out more about the contract between the University and DWS
neither DWS Offical Jeremy Droyman nor the administrative staff at Howard College were willing to give
information on how much Rand the contract between them is valued.
10
Internal Notices: McDonald Marshall, Occupational Health & Safety Manager (Risk Management Services at
UKZN)
36 of 151
5.8) Excurse: Recycling of Toner Cartridges
According to information provided by the Occupational Health & Safety Manager at the
University, all Schools, Departments, Sections and Units are requested to send their used toner
cartridges from fax machines, printers, copies, etc to the Risk Management Services so that these
items can be recycled.11 The money which is collected through this recycling programme is utilised for
the maintenance of the Feral Cat Programme on campus.
6) Survey with Students at Howard College
The questions, results and conclusions which are shown in the following exclusively deal with
the issues of waste management at Howard College. Individual questionnaires which where conducted
by other members of the research project are not included in this analysis.
6.1) Questions and Results
The first sample of 100 students had to answer the questions of whether there is a need to
introduce a recycling system on campus, and if they would actively contribute to this system. With
regard to the former question the majority of the students answered with “yes, it is absolutely
necessary” (54%) and with “yes, there is a need” (36%). With regard to the latter question 51%
answered with “definitely”, which means that they would actively search for an appropriate bin, even
if this means to carry their waste for a while. On the other hand, 47% of the students would only
“contribute if the bin is in proximity, if not, they will not”.1
The sample with 40 students had to answer five questions. Firstly, they were asked if they
think that the University addresses environmental issues seriously. Here, 10% stated that “it is
obvious”, while the majority of students answered that this is “not really apparent” (55%) or that they
are “not aware of” (35%). Secondly, they were asked if it should be mandatory for all students to enrol
in a first year class pertaining to environmental issues/awareness.
Here, 20% stated that it is “absolutely necessary” and 40% that “there is a need”, while 20% stated
that “there is no need” and 10% that “it is not necessary at all”. 10% of the students did not know.
Thirdly, they were asked if they had any idea what the three “R”s are related to environmental waste
management practices, and to name as many as they can.2 Here, 60% of the students could not mention
any “R”, 20% mentioned at least one, 7.5% mentioned two, and 12.5% were able to mention all three.
Fourthly, they were asked if they think it is necessary that the University provides a place on campus
11
Internal Notices: McDonald Marshall, Occupational Health & Safety Manager (Risk Management Services at
UKZN)
1
See also Appendix B on page: 26 and 27
2
Related to environmental waste management practices the three „R“s are reduce, reuse, recycle.
37 of 151
where organic material can be composted. Here, 15% of the students found it “absolutely necessary”
and 40% stated that “there is a need”, while on the other hand 7.5% stated that “there is no need”,
2.5% that “it is not necessary at all”, and 35% just did not know. Fifth and last, the students were
asked if the University should introduce stronger legislation regarding waste management and
recycling policies, so that the University takes the initiative to ensure departments and shops are as
environmentally conscious as possible. Here, the majority of the students answered with “yes,
absolutely necessary” (30%) and with “yes, there is a need” (52.5%), while 2.5% stated that “it is not
necessary at all” and 15% just did not know.
6.2) Findings and Conclusions
The above presented results show that the majority of the students support a recycling system
on campus, but only half of them would definitely contribute to it. This shows that there is a basis for
the introduction of a recycling system “On-Campus” (and maybe for setting up a whole zero waste
scheme). However, it also indicates that appropriate bins have to be placed in the right areas where
most of the “people-traffic” happens. The majority of the students felt that the University does not
address environmental issues seriously and stated that it should introduce stronger legislation
regarding waste management and recycling policies. This indicates that there is not only a lack of
transparency at the administrative level; it also shows that there is a lack of information exchange
between the administration and the students, and last but not least it suggests that environmental
policies, legislation and activities at Howard College need to be improved. Furthermore, the survey
showed that the majority of students had no idea which methods are appropriate for an
environmentally friendly waste management. Only 12.5% of the students were able to mention the
three “R”s for waste management practices. Additionally, less than half of the students were aware of
the possibility of composting on campus.
Hence, we can assume that most of the respondents have a lack of understanding about waste
minimization, recycling processes and the benefits of composting. This indicates that there is a need of
education with regard to these concepts if Howard College wants to become an environmentally
sustainable university.
6.3) Waste Management, Policies, Activities and Problems at Howard College
At present the University has no legislation implemented which particularly addresses issues
of waste management. Neither has the University implemented any legislative obligations nor has it
introduced policies which are in line with national or regional waste management policies, nor has it
set any goals regarding waste minimization. However, in 1998 the Durban Centre Environmental
Committee introduced an environmental policy for the former University of Natal which is still in
38 of 151
force for the University of KwaZulu-Natal (UKZN).3 In this document the University committed to
fourteen environmental principles. Although waste management is not addressed particularly in these
principles, for the purpose of this research five of them shall be mentioned here:
Principle 4
The University shall encourage full use of its campuses as sites for all aspects of
environmental education and for conducting environmental research of benefit to the community it
serves. Such education and research may be conventional or interdisciplinary, at the undergraduate
and postgraduate levels, or may involve community-based partnerships.
Principle 5
The University shall recognise and encourage creativity within the student body which may be
directed towards conservation initiatives or sustainable development programmes. Student
participation in environmentally appropriate activities at the informal level shall also be promoted.
Principle 6
The University, recognising the direct and indirect costs of land, water, energy and materials,
shall take appropriate steps to minimise wasteful utilisation of such resources.
Principle 7
The University shall enact effective control over any activities on its campuses which may
generate harmful waste substances, cause environmental damage or be harmful to health, and shall
undertake environmental audits of any such activities occurring on its campuses. Waste management
and pollution control on the University campuses should emphasise accountability, prevention,
treatment and reuse.
Principle 14
All members of the University shall cooperate in good faith and in spirit of partnership in the
fulfilment of the principles embodied in this Proclamation.
Unfortunate that the University so far only introduced an environmental policy, however,
these principles seem to be an approach into the right direction. Nevertheless some points of concern
are related to the above mentioned principles.
First of all it is not satisfactory that waste management is only partly mentioned in Principle 7.
In fact, apart from the recycling programme for toner cartridges, at present there is no evidence that
waste management and pollution control on the university campuses emphasises accountability,
3
Roberts, D., Cooke, J., Osbome, R. and Preston-Whyte R., The University of Natal Environmental Policy,
accessed at www.nu.ac.za on 04.11.2005
39 of 151
prevention, treatment and reuse seriously. It is in this regard when Prof. Michelle McLean, a member
of the Durban Centre Environmental Committee argues that the University should introduce new
guidelines and stronger legislation for waste management on campus.4 Regarding Principle 4 it is also
questionable how seriously the University encourages environmental education at undergraduate and
postgraduate levels. Surely, holding forum lectures on solid waste is a good idea. However, the
University should not limit itself only inviting speakers who talk about “Education and Waste
Minimization”.5 Another problem also occurs when accessing Principle 14. Here, Prof. McLean
mentioned that conflicts sometimes arise when funds for environmental projects are provided by the
University. In particular she pointed out that more often than not money is used for conservation
projects, instead of promoting environmental awareness or waste minimization programmes.
This fact also leads to other, more general, problems at the University. According to Prof.
McLean, most of the students are simply not interested in acting in an environmentally friendly
manner. “Their rational is: I throw something away. Someone else picks it up. This creates jobs.
Hence, it is good.” This careless attitude of students can also be found in the disposal of food waste.
According to James Trinder, Director of Administration, more and more food waste is ending up in the
litter bins around the campus, although there is availability of wheelie bin containers which are to be
found at the numbered Don’t Waste Services (DWS) pick-up points on campus.6 Fair enough, it shall
be mentioned here that these bins more often than not are situated in the wrong places.
The food waste management problem does not only address the students’ behaviour, it also
addresses the caterers on campus. As Mr. Trinder points out, many of these caterers dump their non-
recyclable waste and food waste into the nearest litter bins on campus after the function has ended.
This situation was also mentioned by Prof. McLean who argued for stronger regulation and legislation
with regard to caterers, and proposed to introduce a “Code of Conduct” for these companies.
Another interesting issue was also mentioned by Dr. Christina Trois from the Civil
Engineering Department.7 According to her, the continuous fluctuation of population at the University
is a real hindrance to implement a successful waste minimization scheme on campus. This includes the
students and the people who work for the subcontracted companies on campus. As she notes: “When
graduates leave the University, new students are coming and most of the time they have no idea about
environmentally friendly behaviours or simply do not care.” Furthermore, due to the nature of
subcontracting the people who work on campus are only employed for some years. “This is why the
4
Interview with Prof. Michelle McLean, DCEC, on 03.11.2005
5
Internal Notices: On 13.05.2004, Mary Mkhize an education and waste minimization coordinator for DSW
gave a lecture on solid waste at Howard College.
6
Internal Notices: James Trinder, Director of Administration
7
Dr. Christina Trois, Civil Engineering Department at Howard College, interviewed on 26.10.2005
40 of 151
workers do not really care about waste on campus because they have no time to identify themselves
with the institution.”
Last but not least another problem relates to the contract with DWS. DWS collects all the
waste and recycles it “Off-Campus”. Apart from the costs which the University has to pay for the
waste disposal, the biggest problem here is related to the students. They just do not see what is
happening. In other words, they are just not included in the recycling scheme. To gain environmental
awareness and to successfully run a waste management project, it is important that the producers of
waste actively participate in waste minimization and recycling schemes, which is only possible when
the schemes are implemented “On-Campus”.
7) Toward Sustainable Waste Management at Howard College
After presenting the theoretical background, analyzing the current waste management and
elaborating on the problems which exist at present at Howard College, I put forward the following
recommendations:
7.1) The Introduction of an Environmental Management System
Most of the problems which where outlined above could be solved when the University would
introduce an Environmental Management System, as mentioned in the theoretical background, which
at present does not exist at Howard College. This system would ensure that major environmental risks
and liabilities at the University are identified, minimized and managed.
7.2) Policy Framework
A clear policy framework for waste management at the University needs to be introduced.
This framework should be in line with national waste management policies such as the “White Paper
on Integrated Pollution and Waste Management for South Africa” as set out by the Department of
Environmental Affairs and Tourism.1 A waste management policy at Howard College should also
include goals and commitments towards waste minimization. Here, the University should implement a
waste reduction plan and start a reuse programme (not only for toner cartridges).
The University of Trent for instance, once committed to reduce the amount of waste
(measured by weight) going to landfill by at least 50% by the year 2000 compared to the base year of
1987.2 Such commitments at Howard College would show that the University has real interests in
1
This paper provides a policy framework for pollution prevention, waste minimisation, impact management and
remediation.
2
http://www.iisd.org/educate/policybank.asp?pid=19&detail=Yes, accessed on 04.11.2005
41 of 151
reducing its waste and addresses environmental issues seriously. A waste management policy
framework could also be supplemented through the introduction of a ”Duty of Care” principle
combined with penalties. The Cambridge University for example introduced this principle which
applies to any person, who produces, imports, carries, keeps, treats or disposes of controlled waste.3
Breach of the principle is seen as an offence and can be fined with up to £20000 or a prison sentence
of up to six months. Lastly, it would be of use to set up a single office to administer the waste
minimization process as well as to serve as a link between the University and outside stakeholders.
Waste reduction, recycling, reuse and disposal policies will need to be formulated and communicated
clearly to all the participants who take part in waste minimization.
7.3) Monitoring and Data Collection
For a successful waste management, monitoring and collection of information on pollution

and waste generation are crucial if significant reduction of wastes wants to be achieved. It is in this
regard, that the insufficient data as presented by DWS should be replaced through a data collection
system which is run by the University. Additionally, the data which will be collected should not just
present the overall waste rate, rather it should present waste generation rates for each building on the
campus. It is only when accurate data is available that goals for reduction, reuse and recycling of
waste can be set up for each building at the University. The availability of accurate data will also
facilitate cutting down on the number of waste collection bins situated at minor footpaths, and
reducing hiring costs for these bins. Finally, the availability of accurate data will assist the University
management in budgeting for waste management on campus.
7.4) Recycling Bins on Campus
An essential part of a successful waste management is the participation of all people. Students
as well as the academic staff should actively contribute to waste minimization and recycling at
Howard College. Therefore it is important to install recycling bins on campus. In addition it is
important that these recycling bins are installed along the major outdoor footpaths as well as at the
University buildings and residences. Furthermore, the University should educate the students about the
location of the bins and their options for recycling. To identify the appropriate recycling bin they
should be painted in different colours and be marked with signs which clearly address which items can
be thrown in their. If these recommendations are considered it would automatically encourage more
individuals to recycle. As one can see, the key is to make the process easy and requiring little extra
work on the part of the student. With the installation of recycling bins on campus students will be able
to take the lead in their own recycling, instead of requiring unsorted pick-up by the DWS personnel.
3
http://www.admin.cam.ac.uk/offices/environment/guidance/construction.html, accessed on 04.11.2005
42 of 151
7.5) Encouraging Composting
Encouraging composting on campus is a further way to reduce wastes on campus. At present

the University runs no general composting schemes, although the Civil Engineering Department runs
one small kitchen waste composting and one pine bark composting project for research purposes. 4
Different composting schemes could be introduced at distinct places on campus depending on how
much organic waste is produced. Here, a good example is given by the University of Waterloo, which
since several years runs a successful composting scheme on campus applying the methods of
“windrow composting”, “backyard composting” and “vermicomposting”.5
7.6) Participation and Education
Participation and education of waste and recycle management can be seen as essential if
significant reduction in waste generation wants to be achieved. As pointed out above, only when
people understand why they should take part in waste minimization and recycling schemes will they
support it. Thus it is imperative to integrate and educate the whole university community when waste
management at Howard College wants to be successful. Programmes will need to be set up to educate
the university community about the various alternatives of a sustainable waste management and
treatment. This should be done on a continuous basis due the changing composition of the community,
with people leaving the University and others coming in. Academic and administrative staff will need
to be trained on how to separate waste at source; cleaning staff on how to handle the separated waste
materials and collection vehicle operators on how to weigh the masse of the separated waste
compounds. Separate indoctrination programmes will need to run for day students and residence
students. Furthermore, the University should implement mandatory classes for students pertaining to
environmental issues/awareness. Florida Gulf Coast University for instance has instituted a course
called “The Colloquium: A sustainable Future,” which is a graduation requirement for all
undergraduates.6 One last aspect, which is of critical importance here, is that of encouraging the
University community to buy consumer products which are hundred percent recyclable or are made of
a recycled content.
8) Conclusion
This paper is the waste management component of an environmental assessment project which
analyses the possibilities of creating a “zero waste” campus at Howard College. At present, achieving
the goal of “zero waste” is for most organizations and institutions difficult due to a lack of an efficient
4
5
http://www.adm.uwaterloo.ca/infowast/composting.html, accessed on 04.11.2005
6
Uhl, C. and Anderson, A., 2001, p. 40
43 of 151
and sustainable waste management system. However, this paper does not claim that Howard College
will become a “Zero-Waste-University” just by improving its waste management system, rather it
presents recommendations for a waste management which would make the University as
environmentally friendly and sustainable as possible. A successful waste management at Howard
College therefore needs to educate the University community pertaining environmental issues in
general, and waste minimization and recycling alternatives in particular. Furthermore, the success of a
recycling programme and significant reduction in waste generation can only be achieved when the
whole University community actively participates in such schemes. Consequently it is also important
that the University implements stronger legislation regarding the management of waste. It is important
that such legislation addresses all affected parties as well as the source of waste.
In fact, one of the major problems inhibiting a campus-wide “zero waste” project is the source
of that waste, by way of production. If producers continue to package their goods in environmentally
unfriendly packaging (which cannot be recycled) “zero waste” will be difficult to achieve. Therefore,
it is up to UKZN to enact legislation, which will import products, which do not involve un-recyclable
waste so that waste management can be made efficient. Zero waste may not be completely attainable,
but limiting waste from “cradle to grave” can achieve near zero waste levels.
9) Resources
9.1) Interviews
Prof. Michelle McLean, member at the Durban Centre Environmental Committee, responsible for “Recycling
and Waste Management”, interviewed on 03.11.2005
44 of 151
Jeremy Droyman, Official at Don’t Waste Services (DWS), e-mail interview on 04.11.2005
Books and Periodical Articles
Paschke, R. and Hatcher, B. (1991), “A study into feasibility of domestic solid waste recycling in a small
community, Sezela”, Durban: Living Environment Action Front
Hall, E.J. and Ball, J.M. (1989), “Planning Strategies for Solid Waste Management, Proceedings of the Institute
of Waste Management of Southern Africa”, Transvaal Seminar
Uhl, C. and Anderson, A., “Green Destiny: Universities Leading the Way to a Sustainable Future”, in
BioScience January 2001 / Vol. 51 No. 1
9.2) Internet Resources
Don’t Waste Services (DWS)

http://www.dontwaste.ac.za, accessed on 04.11.2005
University of Trent
http://www.iisd.org/educate/policybank.asp?pid=19&detail=Yes, accessed on 04.11.2005
Cambridge University
http://www.admin.cam.ac.uk/offices/environment/guidance/construction.html,
accessed on 04.11.2005
University of Waterloo
http://www.adm.uwaterloo.ca/infowast/howstart.html, accessed on 04.11.2005
http://www.adm.uwaterloo.ca/infowast/composting.html, accessed on 04.11.2005
Department of Primary Industries, Water and Environment (DPIWE) of Tasmania

http://www.dpiwe.tas.gov.au/inter.nsf/WebPages/CDAT-64T89W?open, acc. on 04.11.2005
Environment Canada’s International Relations

http://www.ec.gc.ca/international/refs/gloss_e.htm, accessed on 04.11.2005
United States Environmental Protection Agency

http://www.epa.gov/epaoswer/ems/basic.htm, accessed on 04.11.2005
9.3) Documents from the University of KwaZulu-Natal
Roberts, D., Cooke, J., Osbome, R. and Preston-Whyte R. (1998), “The University of Natal Environmental
Policy”, accessed at http://www.nu.ac.za, on 04.11.2005
Journal of the KwaZulu-Natal Institute for Architecture, Environmental Impact,

KZ-NIA Journal, Issue 3 / 1998, Volume No 23
Internal Notices at the University of KwaZulu-Natal,

accessed at http://webapps.nu.ac.za/notices/waste, on 04.11.2005
9.4) Documents from the South African Government
“National Waste Management Strategy”, Version D, 15.10.1999, South Africa.
“White Paper on Integrated Pollution and Waste Management for South Africa”, 17.03.2000, Department of
Environmental Affairs and Tourism, South Africa
45 of 151
10) Appendices
10.1) Appendix A – Literature Overview
Eagan, David and David, Orr, “The campus and environmental responsibility”, San Francisco: Jossey Bass
Publishers, 1992.
Abstract: What should be the response of higher education to the indisputable deterioration of the environment?
This book is designed to stimulate thinking about the evolution of institutions of higher education towards a
twenty-first century agenda that takes into account the surrounding environment.
Filho, Walter (ed.), “Sustainability and University Life”,Frankfurt/Main: Peter Lang, 1999.
Abstract: Prepared in cooperation with University Leaders for a Sustainable Future (ULSF), this book presents a
number of case studies and analyses illustrating how colleges and universities are pursuing sustainability. A wide
range of views and perspectives by many experts in the field describe how, through projects, networks,
operations practices, curriculum greening initiatives and student involvement, higher education institutions in
various countries (the U.S., the U.K., the Netherlands, Switzerland, Germany, France) are trying to bring
sustainability closer to their institutional lives.
Filho, Walter, and Frances Macdermott(ed), “Implementing sustainable development at university level: a
manual of good practice”, Bradford, U.K: European Training Centre for Environmental Education, 1995.
MacLeod, Jack and Carla Doucet (ed), “University Presidents’ Workshop — Learning and Sustainability”,
Ottawa, Canada: National Round Table on the Environment and the Economy (NRTEE), March 1995.
Campus administration
Chernushenko, David, “Greening Campuses”, Ottawa: Association of CCC, and Winnipeg: IISD. 1996.
Abstract: Similar to the author's earlier work, Greening the campuses promotes tools which can be used by
administrations, including EMS (environmental management systems) and campus audit practices. A Chapter on
EMS is included in our learning module.
Keniry, Julian, “Ecodemia”, Washington D.C.: National Wildlife Federation, 1995.
Abstract: Highly recommended as a tool to guide and promote environmental stewardship on campus. Ecodemia
contains a detailed report of environmental responsibility as envisioned and practiced by colleges and
universities nationwide. Chapters include virtually every facet of campus operations, including procurement,
dining services, landscaping and energy. The author provides case studies and individual profiles of
administrators, staff, faculty and students who have transformed their own work and changed their institutions.
National Round Table on the Environment and the Economy, “Green guide: a users guide to sustainable
development for Canadian colleges”, Ottawa: NRTEE, 1992.
Abstract: What steps are involved in creating an environmentally sustainable college? The Green Guide provides
an overview of steps involved in creating an environmentally sustainable college. It focuses on the principles,
strategies, and goals which underlies such an endeavour. It draws upon case studies from colleges in Canada that
have undertaken various initiatives to green their campus.
Saphire, David, “Making less garbage on campus: a hands on guide”, New York: INFORM INC, 1995.
Abstract: How can you stop the build up of waste on campus? Making Less Garbage contains dozens of case
studies on waste prevention techniques currently in use on U.S. college campuses, as well as an operation and
procurement checklist and a step by step guide to creating a campus waste prevention program.
Thompson, Dixon and Serena, Van Bakel, “A practical introduction to environmental management on
Canadian campuses”, Ottawa: National Round Table on the Environment and the Economy, 1995.
46 of 151
Abstract: Campus decision makers play an important role in reducing environmental impacts. This book helps
campus decision makers by providing the environmental management tools and systems that can be applied at
universities and colleges to tackle environmental and sustainable challenges in areas such as management and
decision making systems, environmental auditing and assessments, energy, water, solid waste, hazardous
materials and transportation.
Curriculum
Ashmole, Anna, “Curriculum Greening”, United Kingdom: The University of Edinburgh, 1995.
Abstract. This is an excellent on-line resource package for professors interested in greening their teaching. This
site includes workshop papers on ways to green the curriculum as well as other environmental education
resources.
Ali Kahn, Shirley, “Greening the curriculum”, United Kingdom: World Wildlife Federation, 1991.
Abstract: An important aspect of sustainable development on campus is the introduction of environmental

criteria into all facets of the curriculum. Greening the Curriculum makes a valuable contribution to the debate
surrounding the provisions of the environment and higher education, and encourages high-quality learning and
environmental literacy in general. The author provides case studies of institutions in the UK who are
incorporating environmental criteria into their curriculum.
Second Nature, “Workshop on the principles of sustainability in higher education”, Essex, Massachusetts:
Second Nature, 1995.
Abstract: Based on the workshop held at the Essex Conference Center in Massachusetts which brought together
thirty-two educators and other professionals with environmental expertise, this report discusses the principals of
sustainability and how best to incorporate them into higher education. It includes a series of recommendations to
help facilitate the transformation of higher education and society as a whole in the direction of sustainability.
Strauss, Benjamin, “The class of 2000 report environmental education, practices and activism on campus”,
New York: The Nathan Cummings Foundation, 1995.
Abstract: A much needed report which will enhance your understanding of environmental education, practices
and activism on campus. It examines the need for expanding environmental education and the need for campus
environmental reform as well as the need for student environmental activism on campus.
Toyne, Peter, “Environmental responsibility an agenda for further and higher education”, London: HMSO,
1993.
Abstract: A major national report in the U.K. calling for much work to be done in the area of environmental
education. The report contains an assessment of what needs to be done, now, to provide the workforce with the
knowledge, skills, and awareness which it will need to assume greater environmental responsibility.
Student Action
The Heinz Family Foundation, “Blue print for a green campus: the Campus Earth Summit”, New York: 1995.
Abstract: How to work towards a Green Campus? This report provides recommendations for the higher
education community that will help them work towards an environmentally sustainable future. The Blueprint is a
result of a collaborative process of environmental leaders, students, faculty and administrators who participated
at the Campus Earth Summit at Yale University on Feb 18-20, 1994.
Smith, April, “The Campus environmental audit: a guide to creating environmental change”, Venice,
California: Living Planet Press, 1993.
47 of 151
Abstract: An out standing tool for empowering students to make a difference, this book not only helps students
to become more environmentally aware in their own campuses but also in their future lives. It is a hands on
primer for environmental activism.
International Institute for Sustainable Development (IISD), “Youth Sourcebook on Sustainable

Development”, Winnipeg, Manitoba: (IISD), 1994.
Abstract: This is an insightful look into youth's concerns and actions in sustainable development issues. The
Youth Sourcebook contains case studies of youth action, advice on how to organize for action and a directory of
international and regional youth organizations. This is a must to read for all youth who are working in the areas
of sustainable development.
Weinstein, Mariam, “Making a difference college guide”, San Rafael, California: Sage Works Press, 1995.
Abstract: How can students make a difference in the world? This book helps students to choose a college that is
in line with their environmental values and concerns. Focus is on innovative programs which involve travel, field
studies, and community based learning, developing studies and much more. Many of these programs contain an
environmental focus.
10.2) Appendix B - Graphs
10.2.1) Is there a need for a recycling system on campus?
Valid Cumulative
Frequency Percent Percent Percent
48 of 151
Valid Absolutely
54 53.5 54.0 54.0
necessary
Yes, there is a
36 35.6 36.0 90.0
need
No, there is no
3 3.0 3.0 93.0
need
No, no need at
1 1.0 1.0 94.0
all
I don't know 6 5.9 6.0 100.0
Total 100 99.0 100.0
Missing System 1 1.0
Total 101 100.0
60
54
50
40
36
30
20
10
Percent
6
0 3
Absolutely necessary No, there is no need I don't know
Yes, there is a need No, no need at all
Is there a need for a recycling system on campus?
10.2.2) Would you actively contribute to a recycling system on campus?
49 of 151
Valid Cumulative
Frequency Percent Percent Percent
Valid Definitely 51 50.5 51.0 51.0
Only if
recycling
47 46.5 47.0 98.0
stations are
close
No, I don't
2 2.0 2.0 100.0
care
Total 100 99.0 100.0
Missing System 1 1.0
Total 101 100.0
60
50 51
47
40
30
20
10
Percent
0
Definitely Only if in proximity No, I don't care
Actively contribute to recycling system on campus?
50 of 151
The Built Environment - by James Mardall and Xing Ye
1) Landscaping – The Campus Garden – by Xing Ye
Compared with the other campuses I have been to, whatever in China or in Germany, Howard
College campus is quite a sub-tropical landscaping like I imaged before --- good vegetation, full of
green in your eyes. The sub-tropical weather does offer a good growing condition for the South
African indigenous plants, and also, the intellectuals work a lot for the environmental protection.
South Africa’s “Garden Province” is a lush land of green hills, magnificent mountain ranges, misty
upland, sugarcane plantations, sub-tropical fruit farms and rivers --- all bordered by 600 kilometres of
Indian Ocean coastline. Durban is one of the most important cities in this area, which becomes well
known for its wonderful climate, vast beaches, sub-tropical landscape and holiday attraction.
Nevertheless, as a leading seaport with Africa’s busiest and biggest harbour, most of South Africa’s
oil is refined right on the coast in south Durban, along with a paper mill, which brings the serious
problem of environmental pollution in this community.
The Durban Center Environmental Committee based on the University of KwaZulu-Natal, has
developed a number of projects for environmental protection, especially the urban conservancy
project. It was designed to integrate diverse and complicated urban systems such as high-density
residential and industrial areas, CBD areas, parks and recreation areas, the beachfront, freeways and
interchange systems as a network of conservation cells. Howard College Campus has been registered
as an urban conservancy since 1998. A conservancy is defined as “the voluntary, cooperative
management of an area by its community and users, and in respect of which registration has been
granted by the relevant authority.”1 Conservancies in the province of KwaZulu-Natal are non-statutory
forums that are formed by local people to manage and improve their living environments. They occur
in both rural and urban environments. Concerns in these conservancies include both “green” and
“brown” agenda issues. Brown agenda issues tend to deal with environmental services and
infrastructure, such as wastewater services, sewerage and waste management.
However conservancies traditionally have tended to focus on or prioritise green issues. The
main focus of urban conservancy projects has therefore been on the rehabilitation of river catchments,
especially riverbanks, removal of alien invasive plants, awareness education and participation
programs, litter control and clean-up campaigns, monitoring and reporting of illegal and
environmentally detrimental dumping and creating an aware and well-informed pro-active community.
The committee that manages the UND Conservancy is the Durban Campus Environmental Committee
(DCEC). A number of projects have been undertaken by this committee, such as the environmental
1
UKZN – Environment and Environmental Policies – October 2005
51 of 151
planning of the new residence, the removal of alien vegetation on the campus and its replacement by
indigenous vegetation, the naming of trees using plates for identification, and the continual
management and upgrading of the Msinsi Reserve.2
Nowadays, people talk about globalisation all the time in every aspect. However, globalisation
has manifested itself as a process of growing inequality and social disparity in the world, since it has
triggered far-reaching and significant changes in the global community. The global massive
production brings a big disaster for the whole human society, obviously in environmental aspect,
which naturally made the concept of “sustainable development” raised and developed. Gradually
people more understand that we do not inherit the earth, while borrow them from our children.
Sustainable development is about enhancing human well being through time. The World Commission
on Environment and Development, better known for its publication, the Brundtland Report or Our
Common Future, appeared in 1987. It provided the most well used definition of sustainable
development: “progress that meets the needs of the present without compromising the ability of future
generations to meet their own needs”. Historically, the conservation and management of natural
resources, and of development, were considered mutually exclusive and as conflicting needs within
society. The Brundtland definition provided a new choice by implying that it is possible and desirable
to achieve a balance between these two entities.3 Sustainable development is a broad term because it
means different things to different people. The flexibility in definition is in itself useful, providing a
framework for analysis and action that can be applied at different scales, form the global to the local,
and in different contexts and places. The idea of sustainable development even can be well applied for
the environmental issues in small community, like campus, but still it needs together the efforts from
the students and the teaching and administrative staffs of the college.
Sustainable development is about integrating social, political, economic and ecological

concerns in decision-making. All are essential if sustainability is the goal. It is difficult to work in
these spheres in a way that treats each equally. Invariably, economic concerns carry the day. What is
required is a new ethic that elevates socio-political and ecological concerns to parity with that of the
economic imperative. And here it is useful to consider some of the forces that need to be understood if
a new order, in which greater access to the “goods” and “bads” of our society, are to be shred by all.
Society’s ability to enhance human well-being through time depends on choices made by individuals,
firms, communities, and governments on how to use and transform their capitals. Enhancing human
well-being on a sustained basis requires that society manage a “portfolio of assets”. Different capitals
have different characteristics that limit the extents to which they can substitute for one another in
production and human well-being. The common definition of capital in economics textbooks is
2
3
FOCUS 2002 No. 2, “Sustainable development: contested territory”,
http://www.ukzn.ac.za/focus/pdf/vol13no2/sustain.pdf
52 of 151
referred to the human-made capital, generated via economic activity through human ingenuity and
technological change; the produced means of production. However there are two other kinds of
capitals also very important --- natural capital and cultural capital.
Natural capital consists of three major components: (1) non-renewable resources such as oil
and minerals that are extracted from ecosystems, (2) renewable resources such as fish, wood, and
drinking water that are produced and maintained by the processes and functions of ecosystems, (3)
environmental services such as maintenance of the quality of the atmosphere, climate, operation of the
hydrological cycle including flood controls and drinking water supply, waste assimilation, recycling of
nutrients, generation of soils, pollination of crops, provision of food from the sea, and the maintenance
of a vast genetic library. These crucial services are generated and sustained by the work of
ecosystems.4 Only through maintenance of an integrated, functional ecosystem can each
environmental good and service be assured; such goods and services cannot be managed one by one as
independent commodities.
Cultural capital refers to factors that provide human societies with the means and adaptations
to deal with the natural environment and to actively modify it: how people view the world and the
universe; environmental philosophy and ethics, including religion; traditional ecological knowledge;
and social/political institutions. Cultural capital includes the wide variety of ways in which societies
interact with their environment.5 There exists a fundamental interrelation between natural capital,
human-made capital, and cultural capital. Natural capital is the basis, the precondition, for cultural
capital. Human-made capital is generated by an interaction between natural and cultural capital.
Cultural capital will decide how we will use natural capital to create human-made capital. Therefore,
human-made capital is never value-neutral. Technologies that we develop are not simply tools we can
put to good or bad use --- they reflect our cultural values.
From a system’s perspective, we emphasize that the three types of capital are strongly
interrelated and form the basis for guiding society towards sustainability.6 If the indigenous plants are
the natural capitals for the Howard College campus, then the environmental philosophy and the
environmental committees to deal with the conservancy issues can be treated as the cultural capitals of
our campus. It becomes a quite important problem that how to interrelate these capitals to guide the
campus towards sustainability. As the university of Natal is committed to the preservation and
conservation of the environment and natural resources of the region; seeks to achieve the highest level
of scholarship through academic integrity, pursuit of knowledge, creative endeavour and the
4
Folke, C. 1991. “Socio-economic dependence on the life-supporting environment”. Kluwer, Dordrecht,
Netherlands.
5
Gadgil, M. 1987. “Diversity: cultural and ecological”. Trends in Ecology. Evol. 2
6
Fikret Berkes and Carl Folke, 1991, “A system’s perspective on the interrelations between natural, human-
made and cultural capital”, http://dieoff.org/page117.htm
53 of 151
application of these to the benefit of its entire community; seeks to achieve excellence in programs of
development by mounting appropriate curricula and undertaking research leading to the advancement
of the community in all its diversity, it is believed that the university can strive towards the
implementation of these objectives through the teaching, research, community interaction and
management philosophies embodies in its environmental policies: conscious of the necessity for the
protection of the integrity of the environment and the conservation of natural resources at local,
regional and international levels; desirous of establishing and maintaining on its campuses an
environment conducive to excellence in all its activities; and committing itself to a program of
sustainable development which takes into account the needs and aspirations of its own user
communities in association with consideration of equity, environment and future generations.7
According to the capital theory, I believe Zero Waste and Permaculture are really good
cultural capital for environmental protection. As a philosophy and a design principle for the 21st
century, Zero Waste includes “recycling” but goes beyond recycling by taking a “whole system”
approach to the vast flow of resources and waste dump through human society. It is a new planning
approach that unites environmental sustainability, community sustainability and economic
sustainability. It defines the processes required to create a more sustainable interaction with our
natural world, especially including the principles of conserving resources. It maximizes recycling,
minimizes waste, reduce consumption and ensure that products are made to be reused, repaired or
recycled back into nature or the marketplace. Zero Waste is a goal, a process, a way of thinking that
profoundly changes our approach to resources and production. It is both feasible and required if we are
to convert to a sustainable human culture for our shared planet earth and beyond. Zero Waste believes
that, nature does not waste; a waste to one species is food or a resource to another; everything is
connected; we may not get rid of all mines and landfills as we know them today, but we should not
design our economy to be dependent on them.8
It redesigns the current, one-way industrial system into a circular system modelled on nature’s
successful strategies and challenges badly designed business systems that use too many resources to
make too few people more productive. We should notice that Zero Waste aims to eliminate rather than
manage waste. 9Permaculture is a design system based on the observation of nature and ecological
principles from which we can create “consciously designed landscapes which mimic the patterns and
relationships found in nature, while yielding an abundance of food, fibre and energy for provision of
local needs. People, their buildings and ways they organize themselves are central to permaculture.
Thus the permaculture vision of permanent agriculture has evolved to one of permanent culture.”
Permaculture “draws together the diverse skills and ways of living which need to be rediscovered and
7
8
Gary Liss & Associates, 1997, “What is Zero Waste?”, http://www.grrn.org/zerowaste/articles/whatiszw.html
9
“Permaculture Ethics and Principles”, compiled by Vanessa Black 2005
54 of 151
developed to empower us to move from being dependant consumers to becoming responsible

producers. In this sense, permaculture is not the landscape, or even the skills of organic gardening,
sustainable farming, energy efficient building or eco-village development as such, but can be used to
design, establish, manage and improve these and all other efforts made by individuals, households and
communities towards a sustainable future”. (David Holmgren, 2004)
In fact, there are different opinions on Zero Waste existing. Some think the concept has to be
one of the fundamental principles of any conceivable sustainable future. Others thinks it is hopelessly
unrealistic, unattainable within the timescales over which modern societies plan their activities, if ever,
and thus liable to be dangerously misleading. Attitudes in some quarters are entrenched and there had
been little meeting of minds.10 Many agree that business-as-usual in the so-called developed world
cannot go on much longer. Whether we consider resources depletion, energy usage, global warming,
pollution or conventional waste disposal, it seems very likely that some such factors will in due course
limit economic growth or even throw it into reverse, perhaps very soon. Zero Waste addresses many of
these factors to some extent, and also, the more far-sighted Zero Waste advocates propose better
solutions than universal recycling, the alternatives including: consuming less --- the simplest solution,
which rarely gets much attention; designing products for longer life, for repair and for disassembly;
the provision of services or functions rather than products.
In the other side, people see a number of problem areas of Zero Waste. This term falsely
suggests that waste disposal can be eliminated from the economy. It is a dangerous delusion, which
distracts people and governments from the real need to plan well ahead for waste disposal. Even more
worrying is the apparent belief of the enthusiasts that the elimination of waste would be easy, if only
we would set our minds to it, and also invariably beneficial. According to Snow and Dickinson, 11 there
are two other weaknesses of the thoughts of Zero Waste --- one is a simplistic belief that setting
demanding but crude numerical targets and deadlines will insure rapid progress. This is a dubious
approach in politics, since governments have proven ability to manipulate data to show the desired
outcome. The other is the emphasis in practice on reuse and recycling, at the expense of less palatable
or convenient options, such as shopping more selectively. Recycling has, of course, the great
advantage of remoteness. We can bank our bottles and cans, then carry on as usual, clearing our
consciences of any question as to whether they will in fact be recycled or whether it would be
beneficial to do so. Anyway, Zero Waste is undoubtedly a useful target and one that we should work
swiftly towards. However, I believer it is a dangerous delusion to consider it as easy to reach. Of
course legislation at national and supranational level will be needed if we are to affect the business
revolution, but it is also very necessary to first apply the Zero Waste principles in small community,
10
Duncan J. Martin, “Zero Waste: Useful Target or Dangerous Delusion?” --- talk given at The Chartered
Institution of Wastes Management Annual Conference, Torbay, England, 15 June 2004.
11
Snow W & Dickinson J, 2003, “Resourceful communities”, published by Zero Waste New Zealand
Environmental Trust, www.zerowaste.co.nz
55 of 151
minimizing the cost to examine the achievement. University, where these cultural capitals come from,
can be one of the best places to put the capitals into use, which is to my opinion one of the most
important meanings for our Zero Waste Project of Howard College.
Environmental conservation in Durban urban setting presents an enormous challenge. As more

and more homeless people move to the city, in search of work, the few remaining open spaces come
under increasing pressure. Conservation is simply not an issue for a man who cannot afford to clothe
and feed his family. To those who are more fortunate and privileged, conservation means, at best, the
rhino and the elephant. Most have never even thought of conservation in the urban area. In their quest
for development and “improvement” these “eco-vandals” continue, as they have for many years, to
bulldoze the bush and replace it with neatly trimmed and manicured gardens full of exotic plants. To
ensure that these alien plants survive and bloom, they are regularly sprayed with pesticides. Some of
these alien plants are actually alien invaders, which, in the absence of the natural enemies of their
countries of origin, are rapidly replacing what little remains of the local natural biodiversity. It is
against this backdrop that the Durban campus of the University of Natal, which is located on a ridge
between a first and a third world area of the city, faces the challenge of providing environmental
leadership in the community.
The idea of setting aside a portion of the Durban campus as a natural area was mooted after
the formation of the conservation committee in 1981. An appropriate area, initially called the Western
Valley Reserve, was identified. However it was only in 1993, after the existence of the reserve was
threatened by the development of tennis courts, that the University Council was approached to declare
the area a nature reserve in perpetuity. The boundaries were finally formalized, a map and information
board was erected and the name “Msinsi” was chosen, after uMsinsi the Zulu name for the beautiful
Coral tree Erythrina lysistemon that is found in the reserve. The conservation of these seven hectares
of grassland and regenerating forest has certainly been one of the environmental success stories on the
Durban campus. It is home to a variety of birds (over 100 species have been recorded to date), as well
as to other wildlife such as the banded mongoose. It is an educational resource, for our students and
local school children, and is used as a recreational area (e.g. for walking and bird-watching) by
residents in the area. The maintenance of Msinsi Reserve’s grassland is particularly important, as there
is very little natural grassland left around Durban. Fire is essential to prevent this area from being
gradually encroached by bush clumps and turned into forest. The regular burn initially presented a
major management problem. All the safety issues were dealt with, but local residents complained
about smoke and blackened laundry. This was turned into an educational opportunity when the
children of the local school were present to learn about environmental management.12
12
56 of 151
Campus landscaping has now been refined to the almost exclusive use of locally indigenous
plants, i.e. those occurring naturally in the Durban area. This, together with limiting the use of poisons
to the essential (such as on sports fields), obviously creates the type of habitat optimal for the local
birds and other wildlife. This frequently draws favourable comment from visitors, who come to the
University to view the harbour and city from the raised vantage point of the campus. Likewise, many
staffs recognize that they are privileged to work in an environment where the secretive Natal Robin
still sings. As the coastal region of KwaZulu-Natal is naturally forest and grassland, the effect created
is not that of bright, garish exotic gardens. To satisfy those in search of something less “green”,
colourful indigenous plants are used in the landscaping where possible. In addition, an exciting new
architectural initiative is the decoration of buildings using bright, but tasteful and well-chosen, colours
to offset the natural vegetation. The existence of the Conservancy provides the platform for
encouraging residents and landowners, in all the areas adjoining the University, to pursue
environmentally friendly approaches. Some neighbours have already joined the initiative and are
eradicating alien invader plants and using appropriate vegetation. The western part of the campus,
behind the ridge is much less developed than the eastern, sea-facing land. Various areas here,
particularly a wetland area, have been identified as being important links in Durban Metropolitan
Open Space System and it will be important for ensuring their conservation during future
development. Currently a pond is being constructed in this area to accommodate amphibians that have
to be relocated during the construction of a road to the west.13
A viable nature reserve on the campus can be one of the successes in the Zero Waste project,
for the belief that nature does not waste. The conservancy ensures the local ecological system well
doing its own circulation, which is a big progress for the ecological balance, and also the Permaculture
system for land using that assimilates housing, climatology, plants, animals and soil management into
a stable and productive community. As the university is a place full of intellectuals, it can be easier for
propagating the ethics of Zero Waste and Permaculture, and raise the responsibility of everyone to
design our environment. However, we have to realize that in conservation any success is temporary
and any defeat is permanent. The key to preserving what little is left of our natural heritage, is
education of the diverse people. Whatever their background and education, most of these people
remain environmentally illiterate. There is still much work to be done. University, as the key origin of
the cultural capitals, inevitably should take the responsibility for all principles of environmental
protection for or future.
1.1) References:

FOCUS 2002 No. 2, “Sustainable development: contested territory”,
http://www.ukzn.ac.za/focus/pdf/vol13no2/sustain.pdf
13
57 of 151
Folke, C. 1991. “Socio-economic dependence on the life-supporting environment”. Kluwer,

Dordrecht, Netherlands.
Gadgil, M. 1987. “Diversity: cultural and ecological”. Trends in Ecology. Evol. 2
Fikret Berkes and Carl Folke, 1991, “A system’s perspective on the interrelations between natural,
human-made and cultural capital”, http://dieoff.org/page117.htm
Gary Liss & Associates, 1997, “What is Zero Waste?”,
“Permaculture Ethics and Principles”, compiled by Vanessa Black 2005
Duncan J. Martin, “Zero Waste: Useful Target or Dangerous Delusion?” --- talk given at The
Chartered Institution of Wastes Management Annual Conference, Torbay, England, 15 June
2004.
Snow W & Dickinson J, 2003, “Resourceful communities”, published by Zero Waste New Zealand
Environmental Trust, www.zerowaste.co.nz
Clinton C. Shock, “An Introduction to Drip Irrigation”, http://www.cropinfo.net/drip.htm
1.2) Appendix:
For the “brown” agenda to deal with environmental services and infrastructure, irrigation is
very important for gardening. Here is a simple introduction to Drip Irrigation I recommend:14 Drip
irrigation is the most efficient method of irrigating. While sprinklers systems are around 75-85%
efficient, drip systems typically are 90% or higher, which means much less wasted water. When the
drip tube can be buried below the soil surface, it is less vulnerable to damage during cultivation or
weeding. Water use can be managed to be very efficient with surface drip irrigation (SDI) because
irrigations can avoid water losses to evaporation, runoff, and wetting the soil below the root zone.
Here are some advantages and disadvantages of drip irrigation you can compare:
Advantages --- 1. Drip is adaptable to fields with odd shapes or uneven topography. Drip irrigation can
work well where other irrigation systems are inefficient because parts of the field have excessive
infiltration, water puddling, or runoff. 2. Drip irrigation can be helpful if water is scarce or expensive.
Drip irrigation has become common where water is very scarce or where water is very expensive to
pump. Precise water application is possible with drip irrigation. Irrigation with drip can be more
efficient because evaporation is reduced, runoff is reduced or eliminated, deep percolation is reduced,
and irrigation uniformity is improved so it is no longer necessary to "over water" parts of a field to
adequately irrigate the more difficult parts. 3. Precise application of nutrients is possible using drip
irrigation. Fertilizer costs and nitrate losses can be reduced. Nutrient applications can be better timed
to plants' needs. 4. Drip irrigation systems can be designed and managed so that the wheel rows are
sufficiently dry so that tractor operations can occur at any time at the convenience of the
producer. Timely applications of herbicides, insecticides, and fungicides are possible. 5. Proven yield
and crop quality responses to drip irrigation have been observed in onion, broccoli, cauliflower,
lettuce, melon, tomato. 6. A drip irrigation system can be automated.
14
Clinton C. Shock, “An Introduction to Drip Irrigation”, http://www.cropinfo.net/drip.htm
58 of 151
Disadvantages --- 1. Drip irrigation systems typically cost $500 to $1,200 per acre. Part of the system
cost is a capital investment useful for several years and part of the cost is annual. Systems can easily
be over designed. Growers without experience may want to start with a relatively simple system on a
modest acreage and gain experience. 2. Drip tape has to be managed to avoid leaking or plugging.
Drip emitters can easily be plugged by silt or other particles not filtered out of the irrigation
water. Emitter plugging also occurs by algae growing in the tape and chemical deposits at the
emitter. Tape depth will have to be carefully chosen for compatibility with other operations such as
cultivation and weeding. 3. The weed control program may need to be redesigned. Compatibility with
weed control programs can be a problem if herbicides need rainfall or sprinkler irrigation for
activation. But, drip irrigation can enhance weed control by keeping much of the soil surface dry. 4.
Drip tape disposal or reuse needs to be planned and will cause extra clean up costs after harvest.
59 of 151
1) The Threadbare Fabric1 of Howard College by James Mardall
The University of KwaZulu Natal (KZN), Howard College campus is not an example of a new
tertiary institution. Many of the buildings on the campus, such as the Howard College building are
listed as national monuments. They are listed, due to their age, their significance and their contribution
to the history of the urban landscape of the port city of Durban in the eThekwini municipality of
KwaZulu Natal of this region of South Africa 2. This makes some of the buildings on the UKZN
campus some of the oldest surviving examples of KZN’s early 20th century architecture. As much as
this is an honour for those who study there, achieve their qualifications and move on into the future. It
is also a nightmare for those who have to manage the buildings that provide the historical fabric,
which supports some of KZN’s finest academics.
The fact is that much of the water and energy infrastructure that is currently in place at Howard
College is as old as the buildings are. This means that by modern standards the infrastructure is
inefficient, difficult to maintain and expensive to operate. Len Harris, the Facilities Management
Group (FMG) manager, mentioned during an interview held on the 2nd November 2005 that much of
F.M.G’s budget and effort is expended in the day-to-day upkeep and maintenance of the existing
fabric of Howard College. This has led to a situation where not only is the fabric historic, but so is the
infrastructure, which means that Howard College is primarily an efficient energy and resource sink,
which is sorely in need of retrofitting 3.
By the Universities own admission it has so far tended to focus on ‘green’ issues, such as
ensuring that the grounds are declared a conservancy and that indigenous trees are promoted while
alien species are eradicated. Whereas ‘brown’ issues, such as environmental services, infrastructure,
energy and water utilisation, waste and waste water and so on have not enjoyed a similar level of
attention. Although Howard College is a conservancy, this lack of attention to the ‘brown’ issues has
begun to undermine the credit earned by focussing so effectively on the ‘green’ issues 4. The Howard
College campus is home to a large number of residences and its human throughput on a daily basis is
in the region of thousands of people. People, who switch on lights, turn on air-conditioning, use
computers, flush the toilet several times a day, consume hot beverages, take showers and so on. This
adds up to a substantial utilisation of energy and resources, exacerbated by the poor and inefficient
condition of the fabric of Howard College and the necessary ongoing maintenance.
1
The tern given to the infrastructure of Howard College by WSP/FMG manager Len Harris.
2
Notes of the meeting held between James Mardall and FMG Manager Len Harris on Wednesday the 2nd
November 2005 at 11h15 at the F.M.G offices at the University of KwaZulu Natal, Howard College Campus,
Memorial Towers Basement.
3
Ibid, FMG Meeting.
4
UKZN website. http://www.ukzn.ac.za. Site Accessed 20th October, 2005.
60 of 151
1.1) WSP/FMG – The Sustainable Managers
WSP, the international company that now owns FMG

the company that manages Howard College “…offer an
extensive range of management and facility services for all
built environments, including the Retail, Commercial,
Institutional, Entertainment, Industrial, Private and Public
Sectors.5”WSP are so proud of the fact that they manage
Howard College, that they have a photograph of the College
on their website (See Figure 1 on the right) 6.
Their website makes reference to sustainable

development and explains it as follows, “living on the
earth's income rather than eroding its capital. It means
keeping the consumption of renewable natural resources
within the limits of replenishment. It means handing down to
successive generations not only man-made wealth, but also,
natural wealth, such as clean and adequate water supplies,
good arable land, a wealth of wildlife and ample forests. 7”
WSP also claim to have a wide range of experience when it comes to both built and natural
environments and make the claim that, “WSP combines extensive experience from environmental
projects with commercial awareness and an understanding of the property and financial
sectors.8”Their 2004 financial report 9
makes mention of state of the art universities in the United
States that utilise the latest renewable energy generation technology and are managed by WSP as
models of energy efficient facilities or fabrics. Unfortunately, in South Africa, WSP seem less able to
meet the standards they have set for themselves in the United States. Part of the reason for this may lie
with the fact that WSP are a corporate concern that are perhaps more concerned about their
shareholders then they are, about the environment (the ‘brown issues’). When one considers the fact
that they believe “…that sustainability is synonymous with business success 10.” One wonders if they
haven’t perhaps misunderstood what the concept of sustainability actually stands for.
5
The WSP Group. http://www.wspgroup.co.za/, http://www.wspgroup.com/, Site Accessed 24th October, 2005
6
Ibid, The WSP Group.
7
8
WSP at a glance final.pdf. Undated Brochure. Downloaded from http://www.wspgroup.co.za/,
http://www.wspgroup.com/, Site Accessed 24th October, 2005
9
WSP 2004 financial report, read at the WSP reception in Westville, while waiting for an interview.
10
61 of 151
1.2) The Management of Howard College According to Len Harris 11
F.M.G or the Facilities management group are the private company that are contracted by the
University of KwaZulu Natal to manage and maintain the Universities facilities. Mr. Len Harris is the
F.M.G manager on site at the university.
Len works closely with Greg Diana, an academic in the Electrical Engineering faculty, who
has instituted a project with his students, whereby they monitor the energy use (electricity) of each
building on the campus. In an attempt to try and quantify what is actually being consumed on a daily
basis. It has been noted that Howard College consumes a substantial quantity of electricity, for this
reason, the E.G. Malherbe Library has recently had all of its lights and fittings switched to energy
saving lights. The reason that this building was chosen was because it is open and utilised by students
during the evenings. Apparently F.M.G are given a fairly tight budget by the UKZN management,
which does not make allowance for retrofits of this nature, so the task was eventually completed with a
grant that was not specifically discussed.
It was indicated that F.M.G are currently in the process of rationalising the campus air-
conditioning. This is being done in order to effect energy savings due to the high cost of operating the
current systems, which are not all compatible. Len explained that F.M.G were and had been
investigating new technology that would allow for better utilisation of energy that is currently wasted
by the existing systems. These new systems utilise the heat produced in the heat exchanging air-
conditioning process to heat water and vice versa. This hot water will be used in the hot water systems
on campus, thus reducing the demand for energy hungry geysers/water boilers. Another reason for this
investigation is due to the fact that Eskom, the Electricity Supply Parastatal will subsidise initiatives of
this nature, in order to lower the overall usage of electricity. The new systems are designed to draw on
off peak electricity demand cycles, which are cheaper for the consumer. This means that for the most
part these measures are cost saving and not really energy saving strategies.
The idea of collecting water from the roofs of the various Howard College buildings was not
considered, because the water that would be collected was thought to be of an inferior quality and
useless for much except gardening. It was indicated by Len that as the UKZN was a conservancy and
much of the flora was indigenous, that it did not require watering.
11
Notes of the meeting held between James Mardall and FMG Manager Len Harris on Wednesday the 2nd
November 2005 at 11h15 at the F.M.G offices at the University of KwaZulu Natal, Howard College Campus,
Memorial Towers Basement.
62 of 151
Len indicated that the College’s water usage was quite high and explained that this was due to
the age of the system and the resultant leaks. He explained that one of the residences had recently
experienced the loss of 175000 Litres of hot water; this compounded the loss due to the fact that
energy to heat the water was also wasted. He explained that gradual leaks were harder to locate and
identify than large-scale leaks, but he indicated that each building had a separate meter that was
monitored on a regular basis. The collected data are used to establish usage trends based on the
occupancy of the relevant building, any usage out of the ordinary id investigated in order to determine
the source of the wastage. Again as in the case of electricity, the incentive to monitor and maintain the
system is financial.
Len pointed out that there is currently a program of planned replacement being implemented
campus wide (as with the E.G. Malherbe Library). He pointed out that this was the most effective way
of ensuring operating efficiencies of the universities infrastructure, He further indicated that the two
largest limiting factors for this program were labour (skilled) and cost, here he again reiterated the size
of the budget he was given by the UKZN which he said did not adequately account for these necessary
replacements and infrastructural upgrades.
Len explained that short-term solutions were often the only alternative they had as far as
maintenance was concerned, in other words fixing problems when they arose. However he said that
this presented a false picture of savings, because by implementing available low resource usage
technology, they (the University) could be saving in the long term. The example he gave was that the
university could save 40 Million Rand over 5 years if they were prepared to invest 20 Million Rand in
upgrades now. He said that by not taking advantage of this fact, the University were working with
what he called ‘dead numbers’ whereas he wanted to be working with ‘live numbers’
Len pointed out that the University had been looking into the formation of an Energy
Management Committee. F.M.G had been identified as an important component of this committee,
which would be looking at ways of reducing the Universities energy costs by for example finding
ways of reducing consumption and shifting the energy demand to off-peak times.
He was quite critical of the committees that had been formed at the University in the past, he
questioned their efficacy and raised the point that time spent in fruitless discussion could be valuably
applied elsewhere. He raised the point that there were a number of experts on campus and within
F.M.G who if given mandates and resources could effect the necessary changes, without all of the
unnecessary committee meetings. He pointed out that time and money were very valuable resources to
the management of F.M.G. He explained that ‘in the real world’ as apposed to the University this was
a reality, and that operating within the University structure could be both frustrating and limiting.
63 of 151
Len pointed out that a ‘one shot’ implementation was very expensive and that these measures
were being phased in over time. The fact that for instance the air-conditioning systems were different
throughout the campus meant that this complicated the implementation process somewhat. Although
he did concede that this could be perceived as a strength, because it gave F.M.G an opportunity to
compare different systems with one another.
1.3) Issues Raised and ‘Zero Waste’ Solutions Mooted
By putting on ‘zero waste’ thinking caps and exploring the issues that were raised during the
discussion, the idea of using the UKZN resources and skills to enhance and complement the work that
F.M.G were doing on campus was explored. Howard College has various faculties full of expertise
and eager students who might be a good resource to draw on. Len told me that this had been mooted
but never really fully explored by either the University or F.M.G.
The possibility of using the students from the relevant disciplines on campus to use the
university as their training facility was explored. In effect to allow students to practice what they have
learnt during the course of their degrees at the University would constitute a good learning experience.
Len agreed that this could be a good idea but questioned who would be responsible for co-ordinating
the students and the resources that they would need. Although he did see learnerships as an essential
part of the learning process, he suggested that this was the best way for a student to be able to enter the
world of commerce. He brought up the issue of constructive vs. academic work or a technical
qualification vs. an academic qualification. He suggested that the technical qualification was the more
practical of the two, and that if students did actually practice what they were lectured on, on campus
this would be a positive thing. Len’s biggest concern with respect to the learnership discussion was the
question of finance. This broadened to the larger debate when we recapped on the electricity and water
issues raised earlier in the discussion. Although Eskom had indicated that they were prepared to
subsidise/fund the energy reduction programs on campus, Durban Water were indicated not to be
interested in similar forms of incentivised water reduction programs. But this represents a possible
avenue for creating funding partnerships for Howard College learnerships, with outside institutions.
When discussing consumables used in the course of routine maintenance. I asked Len how
easy or difficult it was to (for instance) procure paints that were environmentally friendly etc. (He
mentioned to me earlier that he had noticed that people seemed to be taking much more notice of the
environment than they used to). He explained to me that F.M.G did not really use these kinds of
consumables because it was not required by law or by the University. He anecdotally told me a story
about the fear of lead in paint and the fact that he thought that it was scare mongering to some extent,
because he had been unaffected by it as a child. Yet he recognised that environmental concerns were
important and he suggested that the various committees such as; The Environmental Committee, The
64 of 151
Safety Committee and The Fire Committee were responsible for ensuring that the university
conformed to the various national regulations. Len pointed out that the law of the country determined
what consumers were able to purchase on the open market and as long as we are legally allowed to
purchase the goods on the shelf, whether environmentally friendly or not, we will probably be basing
our purchasing decisions on the (financial) cost not the environmental ones. He also pointed out that if
F.M.G had to apply every single stipulation of every single act and recommendation that nothing
would ever be built.
However in order to point out that F.M.G and the various committees were in fact making a
difference on campus, Len pointed out that their had been numerous instances where maintenance
procedures had been affected by the decisions taken by the environmental committee. As an example
he pointed out that the fumigation of the Howard College Law building had been delayed twice, once
for nesting swallows and once because it was believed that mongooses were living under the building.
Even though this had cost them money to do so, F.M.G had waited until they were given the all clear
before they fumigated.
Len discussed the inclusion of various ‘green’ forms of energy production, such as solar
panels, wind turbines and biomass generators. He explained that they had installed a solar system in
the Albert Luthuli residence and that it had not had the capacity to meet the hot water demands of the
students. For this reason he was critical of these alternative energy production processes and he
questioned their capacity to meet the needs of an institution such as the UKZN. A colleague of his
pointed out that there was a solar powered car in the engineering faculty. However the car was without
a solar panel as the university does not have the funds to purchase one and no faculty on the campus
has the capacity to make one.
The same colleague pointed out that not only had capacity been a problem with the Luthuli
solar panels, but that they had not been properly maintained because it was expensive to do so, and
that this had led to some problems with their efficacy. Len questioned his colleague about whether he
could say with certainty that the cost of maintaining the solar panels was more than the cost of
operating an exclusively electrically powered hot water system. His colleague answered that he could
not, but he pointed out that since the solar panel issues had begun they had also realised that there was
a need to collect baseline data for each building with regard to energy utilisation and cost. As a result
they had partnered with Greg Diana in electrical engineering who was indicated to be very enthusiastic
in this regard. He had helped them to implement a monitoring system whereby they were now able to
accurately measure this kind on information. As a result, the colleague pointed out that they were now
in a better position to be able to qualitatively answer such questions in the future.
65 of 151
1.4) Possible Solutions – From ‘Zero’ to ‘Hero’
After meeting with Len Harris from FMG, it became evident that there was a distinct lack of
Howard College community involvement. Not just from the management, but also and more
importantly from the student body. The issues that are raised by the pursuit of less wasteful, day to day
campus operations, are somehow not considered to be as important as careers and the day-to-day
College power struggles. The merger too has left the College with an air of exasperation, as the
changes that occur upset the status quo and people fight to remain unnoticed and hopefully unaffected
by the executive decision making structures.
Accordingly, this is the best time to get noticed with an agenda, any agenda and in that
respect, Energy Action (an international student campaign to have clean campuses) suggest the
following:
1. “Register for the Campus Climate Challenge, utilize the challenge resources such as, a campus
climate challenge website, document sharing, blog, list-serve sign-up, and other tools you will
need to transform your campus. http://www.campusclimatechallenge.org
2. Set up a meeting with your campus president and organize a group of students and staff to
deliver the report to your president.
3. Contact your campus newspaper to cover the story and write a letter to the editor.
Help plan a regional summit near you and catalyse campus activity in your region! 12”
The University of KwaZulu Natal has substantial resources: people, energy, skills,
enthusiasm, youth and so on. The University is also a seat of learning, a resource for the dissemination
of ideas. By not living up to the ideas that we are learning about and teaching to one another, concepts
such as ‘Sustainability’ and ‘Concern for the Environment’, we as students are failing in our obligation
to society. We are the future ideas of this country, if apathy and disinterest define us now, then they
could and up becoming the reality of tomorrow, unless we do something about it. I have a suspicion
that the management of this University are too busy concentrating on the present; we need to remind
them of their obligation to our futures.
12
Energy Action October 2005 Newsletter: http://www.energyaction.net/resources, Received October 2005.
66 of 151
Catering and Student Perceptions - by Friederike Moellers
Catering and Student Perceptions - by Friederike Moeller
The following project will discuss possibilities for the implementation of a Zero Waste
policy on Howard College campus at the University of KwaZulu Natal (UKZN). Based on the
philosophy of Zero Waste, which will serve as the theoretical framework, different suggestions
given by a variety of organizations and institutions on how to implement a Zero Waste policy will
be transferred to the current situation at the university campus, in particular to the varsity catering
places offering food and drinks to students. The perceptions of students regarding environmental
issues, and in particular issues related to the campus catering places, will be compared with the
aims of the university's environmental policy. The Environmental Policy of the University of
KwaZulu Natal will be discussed and critically scrutinized. Interviews conducted with the owners
of the catering places, perceptions of the student community and the review of scientific and
legislative literature internal and external to the university will enable the researcher to give some
recommendations regarding the implementation of a Zero Waste policy for the catering places at
the University of KwaZulu Natal, respectively on the Howard College campus 13.
The author considers it important to stress the two different levels of analysis, the bottomline
level in form of student's perceptions and the top-line level in form of the stipulated legal and
university internal framework, since only the synergetic cooperation of both levels is able to bring
about change in form of a successful implementation of the above mentioned policy, leading to a
healthy environment for all parties concerned.
Furthermore this paper has to be understood within the context of further papers concerned
with implementing Zero Waste policies in other subcategories of campus related fields, such as
water and sanitation, residences or landscaping. Even though all papers are written in a
semiautonomous way, only the entire, bigger project will be able to open the door towards a more
holistic understanding of Zero Waste at UKZN.
1) Outline of topic
The world we are living in today is marked by consumerism, an increasing trend towards a
‘Wegwerfgesellschaft’ (throwaway society) and a decreasing awareness of the importance of
nature's resources for our survival. The world's population is constantly growing and so is the
amount of waste we produce. The manufacturing sector is notoriously slow in developing
biodegradable alternatives to conventional and environmentally harmful materials; reasons for this
13
Names appearing in this report have not been changed and are published with the agreement of people
appearing.
67 of 151
delay can definitely be found within the overwhelming acceptance of the paradigm of èconomic
revenue over sustainability' in the global capitalist world. The problem of waste (both in quantity
and in quality, such as hazardous waste) has its impact on the international level, manifested in the
trade of waste and toxic waste from developed to developing countries. On the local level, the
prevalence of large quantities of waste leads to a series of both social as well as environmental
problems: landfill sites in nearest proximity to residential areas cause a higher probability of
diseases among the inhabitants of these areas; they are furthermore a potential threat to the quality
of the groundwater, to the air quality and to the fertility of the soil. Altogether, the current waste
situation on the local, regional and international level arises ‘green issues’ as well as ‘brown issues’
1
and hence needs to be addressed appropriately.
Since an evaluation of alternative solutions to the above mentioned problem on the

international level would by far go beyond the scope of this research project, the author will
elaborate on alternative solutions on a lower denominator; a denominator which is in the closest
environment of the researcher: the campus. The daily confrontation with environmentally harmful
procedures on campus led to the formulation of this research project. The main focus of this project
are the catering places operating on campus, producing large quantities of disposable waste each
day.
A closer observation of the catering situation was the decisive factor for the hypothesis of
this project: "The student's community is aware of the environmentally harmful activities taking
place on campus. An adjustment of the environmental policy of the university will have a positive
impact on the catering places' behaviour and will lead to a more sustainable campus life. "
2) Broad problems and issues to be investigated
There are several problems related to the hypothesis which have to be carefully
investigated:
 First of all it seems absolutely relevant to investigate the position of students towards the
environmental situation and the waste generated on campus and in particular in and around the
catering places.
 Second, the amount of waste produced and the level of possible compliance from the side of the
catering places have to be examined.
1
While `green issues' are concerned with conservation matters, `brown issues' rather address health-
threatening subjects such as pollution and waste disposal. See: Khan, F.: The Roots of Environmental
Racism and the Rise of Environmental Justice in the 1990's. In: McDonald, D. (ed.): Environmental
Justice in South Africa (University of Cape Town Press, Cape Town, 2002)
68 of 151
 Third, in order to understand the rules and legislative orders these catering places have to obey
to, an examination of the universities policy towards these businesses is crucial.
 Moreover, it has to be scrutinized whether the universities' ambitions regarding the
establishment of a functioning environmental policy are effective and efficient.
The theoretical framework of this research paper, namely a Zero Waste policy, has to be
examined and applied to the context of UKZN.
3) Theoretical Framework
We should now move on to examine what Zero Waste stands for, what its main principles
and underlying assumptions are. The establishment of a Zero Waste idea has to be seen in its
historical context: the last two decades of the last century have been marked, at least in most of the
developed countries, by the attempt to implement recycling systems in order to control the steadily
rising amount of generated waste. According to Lombardi, the limitations of these recycling
systems have now become apparent and a need for alternative strategies emerged from the
cognition that ‘...recycling is only an end pipe solution to a problem that has its beginning at the
front of the pipe. 1’ If scrutinizing the statistics, stating that 80% of products manufactured in
industrial processes are buried in a landfill within 6 month of production 2, it even seems that the
excuse of an existing recycling system encouraged manufacturers to increase their waste
production.
Some authors see the Grass Roots Recycling Network (GRRN) as the founding fathers of
the Zero Waste movement in 1995. GRRN is a United States-based NGO concerned with
eliminating the waste of natural and human resources. Today, GRRN and the Zero Waste Alliance,
among with several smaller institutions, have to be seen as pioneers and major players on the Zero
waste agenda. As Leroux puts it, the ambition of GRRN was to get away from the three R's
(Reduce, Reuse, and Recycle) and head towards a strategy with the ultimate goal to not only reduce
waste, but to achieve zero waste 3. However, the terminology sometimes seems to be a difficult
barrier 4. Especially state authorities and municipalities become flustered when they hear the term
Zero Waste, assuming that it indicates a 100% recycling mandate. But Zero Waste is more about
scrutinizing the waste stream of products and from there onwards creating alternative ways of either
discarding the product in an environmentally friendly or even better: preventing the product from
1
Lombardi, E.: Beyond Recycling ...Zero Waste or darn near. In: BioCycle (September 2001)
2
Gillespie, G.: Linking Organics Recycling and Zero Waste. In: BioCycle (February 2002)
3
Leroux, K.: Clearing the Way for Zero Waste. In: Resource Recycling (March 2001). Source:
http://wvvw.grrn.orp-/zerowaste/articles/kivi-resource-recycling-03-2001.html
4
ibid.
69 of 151
being discarded. Hence Zero Waste has to be understood as an umbrella concept which leads
upstream to the designer's desk and downstream to the consumer's awareness. This implicates that
all levels of the stream have to be included when trying to implement this strategy. In an optimised
case manufacturers only invent and produce things which are either biodegradable or can be used in
any other way than discarding the product and consumers only purchase products conform to these
attributions. On the long run, this concept leads to the cradle-to-cradle phenomena, where all waste
equals something useful. The underlying assumption of the concept of Zero Waste is that '-waste
from one organism becomes the resource for another organism, creating cyclical material flows in
a system of constant equilibrium and balance. 5' In this regard it lends some of the major principles
from permaculture which can broadly be defined as ‘the use of ecology as the basis for designing
integrated systems of food production, housing, appropriate technology, and community
development. Permaculture is built upon an ethic of caring for the earth and interacting with the
environment in mutually beneficial ways. 6’
Gillespie links organic recycling to the Zero Waste concept by arguing that ‘...the
fundamental basis of composting and organics recycling is resource preservation and renewal,
especially as it relates to water and soil.7’ This becomes especially important and shows the
amount of `wasted' potential if one keeps in mind that almost 60% of waste to be found on a landfill
is of organic origin 8. In an ideal case Zero waste furthermore aims at building community
partnerships and new job-creating enterprises 9.
The GRRN developed eleven policies and actions that it believed are required in order to
achieve Zero Waste. Some of these policies have an explicit significance for this research project
and the author would therefore like to introduce the relevant points briefly in the following:
 A consumer deposit programme. Deposit programmes on materials such as beverage containers,

tires and batteries are effective strategies to promote reuse and recycling.
 Unit-pricing for trash. Residents and businesses need to be given the incentive to reduce waste
and recycle through variable garbage rates.
 Invest in jobs through reuse and recycling. Waste prevention and recycling provides
tremendous opportunities to create jobs and initiate new business ventures.
5
Envision New Zealand for Zero Waste New Zealand Trust: Getting there! The Road to Zero Waste. August
2003. Source: http:/hvww.zerowaste.co.nc/assets/Keports/roadtozerow-aste150dpi.pdf
6
Definition given by SustainableAG.net. Source: http://wvw.sustainablea .g net/ I~ossarv j-q.htm
7
Gillespie, G.: Linking Organics Recycling and Zero Waste. In: BioCycle (February 2002)
8
ibid.
9
Such as exemplified by the Zero Waste guideline of the Del Norte county in the USA.
In: Leroux, K.: Clearing the Way for Zero Waste. In: resource Recycling (March 2001).
Source:
http://www. grrn.org/zerowaste/articles/kivi-resource-reqWl ing-03-2001.htm1
70 of 151
4) The Roadmap to Zero Waste
Several attempts to implement Zero Waste policies on campuses around the globe have to a
greater or lesser extent been successful. However, the learning experience from these institutions
and their documented strategies and recommendations are a helpful tool for this research. In the
following a strategy which derives its components from documented and implemented strategies
used by these universities will be elaborated.
Marc Kennedy and Alec Cooley from the University of Oregon, United States, introduced
the importance of the four-pillar system for a successful Zero Waste implementation. The four
pillars include (i) a waste prevention component, (ii) a recycling component, (iii) an organic
composting component and (iv) an education component 1.
With reference to the first component, the author would like to cite an excerpt of the
California Solid Waste Management Act: "Waste Prevention is to garbage what preventative
medicine is to health: a means of eliminating a problem before it can happen. 2’ This statement
clearly describes what the waste reduction component is targeting at: the less waste we produce, the
less waste there is to dispose o£ Kennedy and Cooley see the recycling component as a three part
system, consisting of the collection of used and discarded products, the manufacturing of new
products by using collected raw materials and the purchase of recycled-content products by the
consumer. The third component, composting organic waste, is of the same crucial importance for
the focus of this project as the former component, since the catering places are the main source for
organic waste production on campus. Composting is, as already mentioned in the previous chapter,
a very good example for the application of Zero Waste strategies: by composting, or as it is also
referred to: ‘nature's way of recycling’3, the waste in landfill sites is reduced and at the same time
the composted material can be used as nutrition for the soil and the maintenance of the landscaping
on the campus. Natural fertilizers, such as compost, conserve water and reduce soil erosion and
hence comply with the rules of permaculture, which are, as already mentioned above, anchored in
the principles of Zero Waste. The fourth pillar is of significance, especially in terms of a desirable
bottom-up approach towards the achievement of Zero Waste. The education component will enable
1
Cooley, A., Kennedy, M.: How to set up a recycling programme. Source:
http:/hwww-.uoregon.edu/'/"7.1.-';recvcle/I-iow'fo.htm
2
From the California Integrated Waste Management Board. Source: http://www.humboldt.edu/-
swrp/swmp/iv/prev-l.htm
3
Cooley, A., Kennedy, M.: How to set up a recycling programme. Source:
http://www.uoregon.edu/%7Erecycte/I-IowTo.htm
71 of 151
consumers to actively contribute to a healthier environment due to their knowledge and awareness
of environmental issues.
However, the strategies on how to skill the student community in this regard and
opportunities for more environmentally oriented educational workshops or lectures will be further
elaborated upon in a different chapter of the bigger project.
Envision New Zealand published a `Roadmap to Zero Waste' document which gives further
implications on steps to be taken into consideration in order to implement a Zero Waste strategy.
These steps are as follows: (i) Targets (ii) Plans to success (iii) Incentives in the right place (vi)
Infrastructure for recycling and resource recovery and finally (v) Engage and inspire community.
According to them, the first step has to be to set a target 4. It is important that the target sets a clear
vision about the final destination, such as percentage of waste reduction and a timeframe to achieve
this goal, and it is of crucial importance that this goal is achievable in order to keep the motivation of
all parties concerned on a high level. The next step advised by Envision New Zealand is the plan to
success, which includes the categorization of the produced waste, an estimated amount of the waste
produced and the parties responsible for the waste generation. The third step, concerned with
incentives in the right place, is essential for the recommendations targeting at the catering places
which will be given at the end of this project. The fourth step, concerned with the recovery system,
has to be matched to any current form of recovery system. Engagement and involvement of the
community are highly important, since the community represents the bottom-line level of the whole
system. An official mission and vision statement which has to be clearly and openly communicated
can be a helpful tool in achieving this goal.
However, since this chapter only deals with the catering places and strategies to avoid and
recycle waste, not all of the above listed steps will be extensively addressed. Nevertheless, even
while focusing only on a sub-unit of the whole varsity, all of the above listed steps will - to a
certain extent - play a role.
5) Research methodology and methods
In order to find out more about the current waste situation in and around the university's
catering stations, possible compliance of their owners as well as student's perceptions, several
methods were applied. First of all, it seemed important to limit the scope of this research to selected
catering stations. This selection was based upon access to them and whether a regular contact (for
observation purposes) could be maintained. Hence the researcher decided to include those catering
4
Envision New Zealand for Zero Waste New Zealand Trust: Getting there! The Road to Zero Waste.
August 2003. Source: http://www.zerowaste.co.nz/assets/Reports/roadtozerowaste150dpi.pdf
72 of 151
stations in the sample, which are regularly frequented by her. These are as follows: the MTB
Cafeteria, the Indian place, the Burger place and Sameera's Halaal Foods and Caterer. The best way
to obtain solid data seemed to be a combination of quantitative and qualitative research methods.
With the goal to elaborate on the student's perceptions and possible support for environmental
improvements, a questionnaire survey with quantitative questions was constructed. This questionnaire
was randomly distributed among students frequenting the catering places. Regarding the answering
options, scaling technique (concretely: Likert-scaling) was applied to most of the questions. However,
sometimes it seemed more appropriate not to use the classic Likert-scale, which presents respondents
“...with a statement and then required [respondents] to choose a response indicating varying
degrees of agreement or disagreement. 1” This was especially the case when the question aimed at
notions of behaviour, such as: If you see a running tap, do you close it? Answering options in this case
were: Always, Sometimes and Never. This indicates some form of scaling, in terms of the awareness
level of individuals, even though it cannot be categorized as classic Likert-scaling.
In addition to the quantitative questionnaire, participant observation was undertaken at the

catering places aiming at getting an idea of the student's practical behaviour: do students tend to litter
even though the garbage bin is in closest proximity? Do students order their drinks in the cafeteria in a
foam cup even though they sit down and could as well order a porcelain cup? The last two methods
would hopefully give some clarification about possible contradictions between theoretical
(questionnaire) and practical (observation) notions of students.
Since according to Envision New Zealand one of the first steps is to have an idea about amount
and type of waste generated, the author decided to use the method of `bin examination'. In order to
gather information about the amount of waste generated at the catering places and the possible
compliance of the catering owners, a qualitative method was applied. According to Burton, one-to-
one interviews "...give the researcher the opportunity to explore an individual's opinion in depth.
2
” The type of interviewing chosen for the catering places was qualitative semi-structured interviews.
This type of interviews bears several advantages: the interviewer has a clear structure of questions to
be asked and hence is less likely to get confused during the interview. On the other hand this method
leaves enough room for the interviewee to explain things in depth and gives the interviewer insight
into things which are not included in the list of questions and to which he would not have had access
if the interview was constructed as a closed questionnaire with strict A or B answering options. In
order to receive information from relevant university staff dealing with environmental policies, the
1
In: Burton, D.: Questionnaire Design. In: Burton, D. (ed.): Research Training for Social Scientists (Sage
Publications, London, 2000) p.338
2
In: Stroh, M.: Qualitative Interviewing. In: Burton, D. (ed.): Research Training for Social Scientists (Sage
Publications, London, 2000) p.199
73 of 151
same method, namely qualitative semi-structured expert interviews were applied. However, these
so-called expert-interviews were more open than those conducted with the catering places since the
expectations at the beginning of each interview were rather vague and often it was unclear whether
the person was able to contribute valuable information to the research project.
6) Theoretical Research Findings
6.1) Environmental policies at UKZN
Having examined the implications and aims of the Zero waste concept in general and
previously undertaken strategies to implement such a concept and having introduced the research
methodology, the author will now elaborate upon the environmental policies in place at the
University of KwaZulu Natal and briefly discuss the historical background of these policies.
Since 1998 the premises of the Howard College campus are designated as a conservancy
area. A conservancy area is defined as ‘the voluntary, co-operative management of an area by its
community and users, and in respect of which registration has been granted by the relevant
authority.1’ The responsible committee in charge of conservancy on campus is the Durban Campus
Environmental Committee (DCEC). The ancestor group of this committee first met in 1981, which
allows the assumption that conservancy, and addressing environmental issues is a tradition at the
UKZN. The DCEC claims to address `green' and, more recently, also `brown issues'. Its
achievements can be seen in the protection and plantation of indigenous plants on campus;
however, little emphasis lies on waste management.
Michelle McLean is a member of this committee and the interview with her later in this
report will go deeper into the midst of waste management on campus. In order to leave the reader
with the full scope of available policies at the UKZN, the author would like to cite some parts from
the Environmental Policy Declaration, initiated by Deborah Roberts, who is party to the Committee
but employee of the eThekwini municipality. The general diversity of members within the
committee has to be appraised as a big potential.
The Environmental Policy Declaration was only adopted in the late 1990s after several
years of extensive negotiations. In general, the declaration seems to aim at fulfilling conservancy
requirements by focussing on '...the preservation and conservation of the environment and natural
19
resources of the region'. Nevertheless some of the principles give implications about possible
1
Conservancy at Howard College. Source: http://www.ukzn.ac.za/department/default.asp?
dept=conserveund
74 of 151
improvements of the waste and in particular catering waste situation on campus. In this regard,
Principle 6 and Principle 7 assure that:
‘The University, recognising the direct and indirect costs of land, water, energy and
materials, shall take appropriate steps to minimise wasteful utilisation of such resources.’
‘The University shall enact effective control over any activities on campus which may
generate harmful waste substances, cause environmental damage or be harmful to health, and shall
undertake environmental audits of any such activities occurring on its campuses. Waste
management and pollution control on the University campus should emphasise accountability,
prevention, treatment and reuse.2’
6.2) Practical Research Findings
The qualitative interviews undertaken at specific locations will be presented as case studies.
6.3) Case Study #1 - The MTB Cafeteria 3
The MTB Cafeteria is situated in the patio of the Memorial Tower Building and is heavily
frequented by students for coffee breaks and little snacks. The cafeteria offers hot beverages, such
as tea and coffee, cold beverages (eve though less demanded by students) and little snacks such as
pizza slices, tramezzini or muffins. Since the owner, Patrick, is Italian, the cuisine is influenced by
the Italian way of cooking and the coffee beans are "Lavazza" brand, imported from Italy.
According to Patrick approximately 400 cups of hot beverages (of which at least 360 are
coffee) are sold daily. Of course, of these 400 cups, 200 are sold in real cups for people sitting
down at provided tables while 200 are sold in less environmentally friendly foam cups, which are
also provided with an additional plastic lid. One could assume that people who ask for a foam cup
are planning to take away their coffee, but a two hour observation session between 12:00 and 14:00
(peak time for customers) actually revealed that at least 86 people consumed their coffee from a
foam cup even though they were sitting at a table during the entire time of consumption. When
asking these people why they did not order a non-disposable cup, answers were as absurd as: ‘Well,
to be honest, I never though about that’ or ‘Oh, that's just in case I decide to move away before I
finish my coffee’ (keep in mind that it does not take longer than 10 minutes to drink a coffee, a
period of time which can be easily managed in terms of wanting to move somewhere else of not).
2
Environmental Policy of the UKZN. Source: http://www.ukzn.ac.za/departmeyt/extra.asp'?
id=7&dept=coneerveund . Principle 6 and 7 from the Environmental Policy of the UKZN. Source:
http://www.ukzn.ac.za/department/extra.asp?id=7&dept=conserveund
3
Interview conducted with the owner of the cafeteria, Patrick, on 26"' October 2005.
75 of 151
Regarding the question whether Patrick could imagine changing the imported coffee for
either Fair Trade Coffee or a locally produced product, his answer was: ‘Definitely not, because
the taste makes a big difference. I don't like the taste of Fair Trade Coffee and I believe that our
customers come here particularly to enjoy the taste and quality of the coffee we are offering.’ In
terms of whether he ever considered changing the take ways cups to a product which is still
disposable but more environmentally friendly such as paper cups, he argued that paper cups are a
lot more expensive compared to foam cups which he buys at the price of 10 cents a piece. When the
author suggested introducing a new pricing system, incorporating the pay-as-you-throw-principle,
which means charging more for people who order take away drinks and hence create the ability for
him to charge whatever a paper cup would cost to the consumer; Patrick was rather pessimistic
about this idea: ‘We already charge more for our coffee than other cafeterias on campus, if we
increase our current price, we would no longer be competitive.’ However, regarding the question
whether he could imagine that the MTB Cafeteria would actively contribute to sort organic waste
for composting reasons, he confirmed that this would be possible.
6.4) Case Study #2 - The Indian Place in front of MTB 4
The Indian place is a tent catering station in front of the Memorial Tower Building which is
very popular among students, especially during lunch time. An Indian couple, Mr and Mrs. Naidoo,
runs the business. They offer different typical Indian rice meals, Rotis and furthermore sausages
and Hot Dogs. The owners buy the components for the food from local sources (Durban markets)
and prepare the food at home. The sausages are handed out with a serviette only, while rice meals
and Rotis are always wrapped in foam packaging. However, according to Mr Naidoo ònly' between
20 and 30 packages are sold daily. The bin observation the researcher conducted with three bins
surrounding the catering station at 16:00 (a time when the catering place usually closes), revealed
54 packages in these three bins. Assuming that more people take their food away, the number of
foam packages seems to be even higher. Mr. Naidoo would definitely introduce an adjusted price
system, but rather to pass the extra price for the packaging on to the customer. However, he would
heavily support the establishment of a composting area on campus and would contribute the organic
waste produced at his catering station to this compost. A very positive aspect of this interview was
his assured compliance in the attempt to raise awareness among the consumers by placing
information boards at his catering station with notices about the (possible) adjusted pricing system
and the reasons (Zero Waste target) for this adjustment.
4
Interview conducted with Mr. Nadoo on 24th October 2005.
76 of 151
6.5) Case Study #3 - The Burger Place/Laren Dovey 5
Laren Dovey's catering place sells Burgers and sausages. He buys his meat from a local
butchery, but the butchery gets the meat from commercial farms in the Eastern Cape and the Free
State. He does not provide any packaging to his customers except serviettes. Laren himself
heavily criticized student's behaviour regarding environmental issues and underlined this
statement with a little anecdote about straws. Until one year ago he provided students who bought
a drink (aluminium can) with a straw wrapped in a paper cover for hygienic reasons. Even though
the garbage bin is in closest proximity, almost all students dropped the straw wrapper where they
stood with the consequence that by afternoon the place was covered with paper wrappers. Now he
provides straws without wrapper. The idea of composting was gratefully accepted by Laren and
he assured his full compliance to such a system.
6.6) Case Study #4 - Sameera's Indian Place6
Sameera's catering station is situated in the little park in front of the Howard College
building, overlooking the harbour. Sameera does provide foam packaging, but usually she sells
the food with a serviette only unless students insist on foam packaging. But that happens not
more than 10 times a day, Sameera says. She is quite pessimistic about a possible change towards
a more environmentally friendly system on campus, substantiating this with her experience on the
varsity's premises during the last six years: ‘If I hand out one serviette only, students notoriously
ask or more serviettes. If they buy a can and I give them a straw, they even ask for a second straw
to drink from one single can!’ However, composting would be strongly supported by her.
6.7) Common aspects of all case studies
Two aspects which all catering places agreed upon are worth mentioning here. The first one
was the author's idea to establish a pledge system for aluminium cans on campus. The mechanism
could be as following: all cans sold on campus are marked with a stamp and are sold with an extra
charge of 3 Rand. As soon as students bring the cans back to any of the catering places on campus who
sell them, they get their money back. This would allow sorting aluminium cans for recycling. All
catering places considered this system to be unsuccessful due to the extra work associated with it and
due to student's resistance. The second aspect is related to the environmental policy of the University as
discussed in a previous chapter. None of the catering places was aware of these policies in place and let
alone was ever asked to obey to the environmental principles as cited above.
5
Interview conducted with Laren Dovey on 2nd November 2005.
6
Interview conducted with Sameera on 3rd November 2005.
77 of 151
7) Expert Interview Michelle McLean 1
Michelle McLean is an active board member of the DCEC. The interview conducted with her
was helpful in terms of getting insight into the current recycling system applied on campus and insight
into the work of the DCEC itself. During the 1990s, paper recycling project started at Medical School
and was later extended to Howard College. Money raised with this system stood ready for loans to
students. In 2000 this programme was shut down to make space for a private company taking over the
waste management on Howard College campus. ‘Don't Waste services’ now in charge for the waste
management on Howard College and Medical School is under the directorship of Jeremy Droyman
and sorts the waste into recyclable and non-recyclable waste, the latter finally removed by DSW (the
municipality's Durban Solid Waste) to their landfill site.
Interestingly, the waste management on the other campuses of UKZN is undertaken by a

different company, `Millennium Waste'; Michelle McLean said she would favour one company being
in charge for all campuses. Furthermore she would appreciate a re-evaluation of `Don't Waste
Service', examining whether the company is still using appropriate recycling tools. Regarding the
question whether the establishment of recycling bins on campus, where students are asked to sort
waste, she said that it is important to consider recycling on both ends: students in the first place and
then a company which does the final sorting. Confronting her with the fact that this solution would
obviously imply less employment opportunities on behalf of the company, she argued that on the
other hand less money is spent on the company; money which then can be used for further
investments in environmental sustainability on campus.
However, Michelle McLean admitted that the waste topic in South Africa seems to be a
cultural issue, since people do believe that littering creates hardly needed jobs. With regard to the
question on how to deal with contractors, she stated that it is definitely possible to include contractors
operating on campus premises (Catering places) into the environmental guidelines of the university,
making them obey to a ‘code of conduct’.
In terms of the DCEC's work, Michelle McLean left the impression with the author that
DCEC is rather concerned with conservancy issues on campus. Even though waste related
principles have been established in the guideline, the committee's practical work seems to be
concerned with planting and protection of indigenous flora and the removal of alien flora.
8) Student's perceptions
1
Interview conducted with Michelle McLean on 3`d November 2005.
78 of 151
The study about the prevailing perceptions among students regarding the waste situation in
and around the campus catering places was mainly targeted at four issues: The first attempt was to
find out whether students are likely to bring their own dishes and cutlery if they eat at the varsity's
catering places, the second question aimed at the amount that students would consider as acceptable
to pay for the convenience of eating from disposable dishes and hence apply the throw-away
principle. Furthermore it was of interest to the researcher whether students would change their
coffee drinking habits if the coffee from the cafeteria was not imported Lavazza coffee from Italy
but Fair Trade coffee. Finally the support that students would raise for a pledge system targeting at
appropriately recycling aluminium cans on campus was to be investigated.
The sample group incorporated 36 interviews, including people from different levels of
study progress (Undergraduates and Postgraduates) as well as South African and international
students. Regarding the question whether students bring their own dishes for lunch, 78% stated that
they never did that, while 22% acknowledged to sometimes bringing their own dishes. Even though
‘Always’ was an answering options, none of the students marked it.
Do you bring your own dishes for lunch?
No, never Sometimes
Almost half (44%) of the interviewed students would not accept any extra payment
whatsoever for disposable packaging. 36% would accept to pay 50 Cent, while 8% would pay a
maximum of 1 Rand and 11% would even agree on a fee of 2 or more Rand.
How much would you pay for disposable packaging?
79 of 151
50
40
39
38
30
20
19
10
Percent
5
0
Nothing max. 50 Cent max. 1 Rand 2 or more Rand
How much would you pay for disposable packaging?
Since Patrick from the MTB Cafeteria was convinced that people would drink less coffee if
he would change the Lavazza coffee beans imported from Italy to Fair Trade coffee, the researcher
considered this an interesting question to be investigated. However, 58% of the sample group would
not change their coffee drinking habits while 22% would even drink more coffee and only 19%
would drink less coffee. This result shows that changing the coffee brand would leave Patrick
probably with more or less the same amount of customers; however a change would be bound to a
certain level of risk which business people tend to avoid if they do not see the ability to generate
more profit than before.
9) Limitations
Due to time constraints and constraints resulting from the limited scope of this project, the
author decided to concentrate on the waste issue related to the catering places rather than on other
issues such as whether the food offered is organic or whether the amount of electricity used at these
catering places can be optimized. Bearing in mind that each section scrutinized within the whole
project (Zero Waste at Howard College campus) has crosscutting concerns with other sections, it
seemed most probable in terms of findings and recommendations to limit the focus applied at the
catering section to the generation of waste. Furthermore the unavailability of responsible personnel
and staff within and external to the university created a serious limitation to the outcome of this
project 1.
1
People who didn't respond to any request were, among others, Jeremy Droyman from Don't Waste Services
and Nkanyiso Mncwabe from the Durban Chamber of Commerce (the latter was contacted with the aim to find
companies specialized on biodegradable cutlery and dishes in the Durban Metropolitan region).
80 of 151
10) Conclusion
10.1) General Conclusion
Several results worth mentioning can be derived from this research project. The author will
try to categorize the results in the following:
 Environmental policies at UKZN: the principles anchored in the guideline of the university's
environmental policy targets at minimising wasteful utilisation of resources such as materials
(among other resources) and seeks to enact effective control over any activities on campus
which may generate harmful waste substances. In theory, these principles seem to be a good starting
point, but as the interviews with the catering places (who can be seen as àctivities on campus')
revealed, none was informed about the existence of such principles. Furthermore the voluntary
character of these principles avoids an effective enforcement of environmental improvements.
 The Durban Campus Environmental Committee (DCEC): This committee is still limited in its scope
of environmental issues. The main focus seems to be to conserve the campus' flora by assuring to
save indigenous plants and eliminate alien plants.
 The catering places: The main observation regarding the catering places was the fact that they are
very dependent on the demands (or at least the perceived demands) from the student body in terms
of packaging and pricing policy. All catering places emphasized the economic situation of students
and described them as very unique customers in terms of what kind of service and quality they
demand for what kind of price. Some places were quite progressive with packaging by only handing
out serviettes; others put a bigger emphasis on the economic revenue by refusing to replace foam
cups with more expensive paper cups. However, a general positive perception about possible
composting has to be seen as a potential for change.
 The students: A gap between students' comments in the questionnaire and students' practical
behaviour as recognized by the author through observation as well as by the owners of the catering
places was striking. On the one hand students seem to be aware of the bad environmental state of
activities taking place on campus, but on the other hand a critical examination of personal behaviour
seems to be rather rare.
10.2) Recommendations
The most important aspect which has to be considered in order to achieve a more sustainable
campus life and on the long run maybe even a Zero Waste campus is the twofold way of action: the
bottom-level (the students) and the top-level (the university's administration). Only if both levels act
with a common goal, they are able to put the necessary pressure on the catering places in order for them
to rethink and re-evaluate their environmentally harmful behaviour.
81 of 151
At this point we should scrutinize the h assumed that students were aware of the
environmentally harmful activities taking place on campus. This assumption was supported by the
research results even though patterns of personal behaviour still lack this awareness. The second
assumption, namely that an adjustment in the environmental policy of the university will have a positive
impact on the catering places behaviour seems to be very likely, even though this assumption can not be
proved within the scope of this paper.
In this regard, recommendations will first be given for each section mentioned in the general
conclusion before the author will give some advices to adapt a new environmental strategy according to
previously implemented `Zero Waste on campus' - strategies as mentioned in an earlier chapter.
 Environmental policies at UKZN: In order to achieve a more sustainable environment on campus,
the voluntary principles have to be translated into an enforceable maxim which has to be fulfilled by
any person conducting activities on campus. In case of non-adherence to these principles, forms of
punishment should be considered.
 The Durban Campus Environmental Committee (DCEC): This committee should put a greater
emphasis on issues related to waste production on campus and should not only act in a merely
advisory capacity. In an optimal case the DCEC should be responsible for the monitoring whether
actors obey to the environmental principles of the university.
 The catering places: The catering places on campus should adopt a pricing policy which charges an
extra amount for those students who wish to have their food in disposable packaging. Furthermore
the packaging should be changed and foam packaging and cups should be replaced by paper
packaging. The Campus Food catering place is already using paper boxes for take away food and all
other catering places should follow this good example. In a further step, a recycling system for
aluminium cans should be implemented. This could take place in the form of a pledge system,
where students pay a pledge when purchasing a can and as soon as they return the can, the pledge is
refunded. This system ensures that aluminium cans are sorted at the catering places which then
should transfer the cans to Don't Waste Services (or any company in charge of waste management
on campus) where they are recycled. It is important that the cans are marked in order to prevent
misuse by students who bring in cans bought outside the university premises and try to cash these
outside cans in. The welcomed option for composting has to be supported and implemented. The
1
department of natural science, already experimenting with composting should be involved in the
implementation of a composting system, since they are able to provide helpful guidance. The link
between the department and the catering places should be established by the DCEC.
 The students: The student body, forming the bottom-line of the whole system, have to be educated in a
way which enables them to put pressure on the catering places with the effect that they are obliged to
1
Please see research project of Christian Tetzel for further information.
82 of 151
obey to the environmental principles. Regular obligatory lectures among all academic levels in order
to sensitise students for environmental issues are highly demanded in this regard.
As already mentioned above, this chapter will also include a plan with steps on how to achieve
Zero Waste on Howard College campus. According to Kennedy and Cooley from the University of
Oregon, acknowledging the four-pillar system can facilitate the implementation of Zero Waste. The waste
prevention component will be addressed with the fact that students are encouraged to bring their own
dishes and cutlery to the catering places. The recycling component includes the establishment of a pledge
system for aluminium cans. The organic composting component will be considered with the launch of a
composting system for all catering places and the education component will be realized by lectures aiming
to sensitise students about environmental issues. Furthermore, the communication of a mission and a
vision statement regarding the implementation of a Zero Waste policy on campus is of crucial importance:
posters and information notes placed in closest proximity to the catering places will support the education
of students and all parties concerned in this regard.
An achievable target is of high importance and hence the target to be achieved and extensively
communicated at Howard College shall be the following:
 No more foam packaging from 2006

 Composting for all catering places from 2006
 Establishment of a pledge system within 2006
 Introduction of new pricing system from 2006
 Installation of recycle bins on campus within 2006
Once having introduced these steps, further steps have to be evaluated after scrutinizing the success
of the steps implemented in 2006.
10.3) Final Conclusion
With regard to the above listed recommendations, it has to be said that an implementation
of a Zero Waste policy from now until tomorrow seems difficult. Especially if one takes the cultural
aspects prevailing on this campus into account, as already mentioned by Michelle McLean (such as
the common assumption that littering creates jobs), Zero Waste in South Africa seems to be less
promising than in countries such as Europe, Australia or New Zealand. However, taking into
consideration the positive attitude of students as revealed in the questionnaires, the need for a more
environmentally friendly policy on campus is prevalent. But only an adjustment in the
environmental policy of the university, a further involvement of the DCEC which should not only
83 of 151
have advisory character and a demand for corrections towards more sustainable solutions from an
environmentally educated student body can ultimately lead to a more sustainable environment (and
on the long run maybe even a Zero Waste environment) on campus and hence can positively
influence the situation of all parties concerned.
11) Bibliography
11.1) Interviews
1.Laren Dovey (Burger Catering)

2.Sameera (Indian Catering) 3. Patrick (MTB Cafeteria)
4.Mr. Nadoo (Indian Catering)
5.Michelle McLean (member of DCEC)
6.Derek van Heerden (Department of architecture)
84 of 151
11.2) Online Sources of UKZN
1.Conservancy at Howard College http://www.ukzn.ac.za/department/default.asp?dept=conserveund

2.Environmental Policy of the UKZN httpa/www.ukzn.ac.zaldepartment/extra.asp?id=7&dept=conserveund
11.3) Books and chapters of books
1.Burton, D.: Questionnaire Design. In: Burton, D. (ed.): Research Training for Social Scientists (Sage
Publications, London, 2000)
2. Khan, F.: The Roots of Environmental Racism and the Rise of Environmental Justice in the 1990's. In:
McDonald, D. (ed.): Environmental Justice in South Africa (University of Cape Town Press, Cape Town, 2002)
3.Stroh, M.: Qualitative Interviewing. In: Burton, D. (ed.): Research Training for Social Scientists (Sage
Publications, London, 2000)
11.4) Periodical Articles
1.Connett, P. and Connett, E.: Zero Waste - A new vision for the 21St century? In: Waste Not (August 2000)
2.Davidson, S.: Closing the loop? In: Ecos (June/July 2005)
3.Gillespie, G.: Linking Organics Recycling and Zero Waste. In: BioCycle (February 2002)
4.Leroux, K.: Clearing the Way for Zero Waste. In: Resource Recycling (March 2001)
85 of 151
Student Survey
Sex: Male o Female o No, never; Sometimes; Yes, I always do that
Age: 19-21 22-24 25-28 >28
Year studying: Undergraduate: 15t year, 2" ° year, 3rd year, Honours, 8.How much would you accept to pay extra for using disposable
Postgraduate: 1st year, 2" d year packaging at university catering places (cups, meal packaging)?
Student: South African, International Student Nothing ; max. 50 Cent ; max. 1 Rand ; 2 or more Rand
Living: Residence, Own apartment, Parents
9.Imagine the MTB Cafeteria would serve Fair Trade Coffee instead of
1.Do you think there is a need to introduce a "Recycling-Programme" Lavazza coffee imported from Italy. Do you think you would change
(glass, paper, tin, plastic recycling/separating bin) at Howard College? your coffee drinking habits?
I do not know; I would probably drink more coffee; I would not
change my habits; I would probably drink less coffee
Yes, absolutely necessary; Yes, there is a need; No, there is no need;
No, it is not necessary at all. 10. How much support would you give to a pledge system for
aluminium cans on campus (let's say R3 per can), provided that the
2.If the University introduces a "Recycling-Programme"; do you think return of the pledge would cost you some minutes of your time (insert
you could actively contribute (using recycle bins) to recycling at can to recycling machine, pick voucher, cash voucher at cafeterias)?
Howard College? Very strong support; Strong support; Support
Yes, I would actively search for the appropriate bin, even if this
means to carry my waste for a while; If the bin is in my proximity yes, 3. What do you think about the current consumption of water at the
if not, no; I don't really care, just want to get rid of my waste sanitation facilities at Howard College?
It is absolutely necessary to reduce the water consumption of the
5.How much printing, on average, do you do of notes per semester per sanitation facilities; The water consumption of the sanitation facilities
module? should be reduced; The actual water consumption is all right; I do not
50-100; 100-150; 150-200; 200-250; 250-300; >300 know / No opinion.
4. If you see a running tap at the sanitation facilities, do you usually

close it?
Always; Sometimes; Never; Less support; No support
6.Did you know that this campus is a conservancy area?
No, never heard of ; Yes, I knew that 11.How much would you be prepared to pay per semester for a card
that allows you to use the Durban Metro bus service at a reduced rate,
or even for free, as long as you are a registered student at the UKZN?
7.Do you bring your own dishes to the campus catering places for R75; R100; R140; R17; R200
lunch?
86 of 151
12.Do you believe that a change in your transport habits (i.e.: walking,
taking the bus, car pooling instead of driving by yourself) could make a
difference to the environment, and save you money?
Strongly Agree; Agree; Neutral; Disagree; Strongly Disagree
87 of 151
12) Perceptions of students regarding environmental issues at Howard College campus
This chapter will elaborate upon the research findings of the survey undertaken among 101
students on the premises of the Howard College campus. The methodology used for the survey is
discussed in the chapter provided by Elizabeth Lyburn. Hence this chapter will only display some
graphs related to major findings and briefly comment on each graph. Furthermore this chapter only
provides a small scope of students' perceptions since more detailed information will be given in each
chapter, there particularly dealing with students' perceptions regarding a certain field (waste,
sanitation, catering, residences etc.) of activities taking place on campus.
12.1) Need for recycling system on campus
Regarding the question whether students do see the necessity for the establishment of a
recycling system on campus, more than half of the students (54%) who filled in the questionnaire
considered it absolutely necessary. 36% considered it necessary, while 4% did not see a need or no
need at all and 6% did not know.
Absolutely necessary No, there is no need I don't know

Yes, there is a need No, no need at all
12.2) Students contribution to a recycling system
51 % of interviewed students would actively contribute to a recycling system on campus even

if this would mean to carry their waste for a while if the appropriate bin is not in proximity. 47%
would only contribute if the appropriate bin is in proximity, otherwise they would put their waste in
any available bin. 2% even stated that they do not care at all and that they just want to `get rid of their
waste'. This finding underlines the demand for convenience, which should be taken into consideration
if planning to establish a recycling system on campus.
Definitely Only if in proximity No, I don't care
12.3) Water consumption on campus
24% of students considered it absolutely necessary to reduce the current water consumption
on campus and another 24% considered it necessary. 25% estimated the current water consumption to
be all right, while 28% were unable to estimate whether water consumption is too much or all-right.
Absolutely necessary Is all right Should be reduced I don't know

12.4) Running taps
Since running taps are a prevalent phenomenon at the sanitation facilities of the university, the
researchers considered it very interesting to investigate on student's awareness about this issue and
whether students are likely to try to close a running tap when they see one. The result was less positive
than expected, since only 71 % try to close a running tap, while 27% only try sometimes. 2% even
admitted never to close a running tap.
Always Sometimes Never
12.5) Printing per semester
This question was created in order to find out whether it would be more sustainable to provide
students with semester readers. The amount of printings per student seems to vary greatly, but the
majority (34%) stated to print between 50 and 100 pages per semester. However, almost 16% stated to
print the enormous amount of more than 300 pages per semester.
50-100 100-150 150-200 200-250 250-300 >300

12.6) Conservancy Area
Less than half (41%) of the students knew that Howard College campus is a conservancy area.
This result reveals the need for a better communication regarding issues related to campus on the side
of the university administration. Did you know that campus is a conservancy area?
12.7) Disposable packaging
The willingness of students to pay for disposable packaging is quite low: 38% of students
would not be ready to pay anything, while 39% would not pay more than 50 cent. 19% would be ready
to pay maximal 1 Rand, while 5% would even pay 2 or more Rand. However, these results can have
two possible outcomes if a new pricing policy is implemented: students either bring their own dishes
and cutlery or students tend to stay away from having lunch on campus.
Nothing max. 50 Cent max. 1 Rand 2 or more Rand

12.8) Semester Ticket
Students' disposition to pay for a semester ticket, which would provide them with either free taxi rides or taxi
rides for a reduced rate to the university's premises is quite low as well: almost half of the students (49%) would
not pay more than 75 Rand for such a ticket per semester. 27% stated to be willing to pay 100 Rand, while 8%
would pay 140 Rand and 2% would even pay 175 Rand. For 8% of asked students the semester ticket seemed to
be a very good solution and they stated to be willing to pay 200 Rand. 7% didn't answer the question, stating that
there is no way for them to abandon their car.
R75 R100 R140 R175 R200

Procurement Policies and Principles – by Katie Maasdorp
Procurement Policies and Principles - by Katie Maasdorp
1) Context and Background
1.1) Management Issues
1.1.1) Procurement
According to Jim Blythe (2001) “procurement is the acquisition of goods or services at the
best possible total cost of ownership, in the right quantity, at the right time, in the right place for the
direct benefit or use of the governments, corporations, or individuals generally via, but not limited to a
contract.” A key question in procurement is what to buy, given a limited budget. If good data is
available it is good practice to make use of economic analysis methods such as cost-benefit analysis or
cost-utility analysis. An important distinction is between analyses made without risk and those with
risk. Where risk is involved, either in the costs or the benefits, the concept of expected value should be
employed.
One of the most sweeping changes in today’s corporate scene noted by Robert Dunn,
executive director of Business for Social Responsibility (Hollender and Fenichell 2004: 111), has been
the strong tendency on the part of some global companies to start putting pressure on their value-chain
partners to comply with new standards, in both the environmental and social arenas. A company’s
value-chain was once more simply known as its supply chain but the notion has been updated with a
contemporary stakeholder twist.
Supply-chain generally refers exclusively to the economic relationship with vendors and
suppliers, but value-chain encompasses the social, environmental and economic relationships with all
of its stakeholders, including relationships with suppliers, vendors, wholesalers, retailers and
customers but also with neighbours, partners, competitors and contract workers not necessarily
employed by the company. The value-chain also covers the entire lifecycle of a product, from birth to
use to disposal by whatever means.
Whether it is Green (environmental) Procurement, developing historically disadvantaged

individuals (HDI/BEE) or other forms of socially responsible procurement, powerful market forces
guided by special interests play and increasing, and major role in defining procurement success. It
remains to be seen, however, whether these issues will destroy value created by strategic sourcing
initiatives or whether the profile of the procurement organisation in question will be raised. According
to Visser and Sunter (2002) excessive greed in perceived by business as good, and until there is
corporate transformation and government change there will be no worthwhile heritage to pass on to
future generations. This relates to procurement in that the excessive greed takes place on both the
purchasing and provision side of transactions, and so does not contribute to a sustainable way of
consumption.
There has been a global move away from price reduction in procurement strategy, to Total
Cost of Ownership (TCO) or reducing lifecycle costs. This narrowly focused procurement policy has
become synonymous with “strategic sourcing” (Blythe 2001: 14). Here, though, buyers ask why they
should engage with a supplier at a higher cost purely because they have been historically
disadvantaged or because they are more environmentally friendly. This seems to defeat the objectives
of strategic sourcing: what is the pint of dramatically reducing lifecycle cost only to find that the
company will lose a major contract because it cannot meet its preferential procurement objectives?
For most organisations the cost of bought-in goods and services are by far their greatest area
of expense. Even in service industries the cost of bought-in goods and services is significant.
According to Bernie van Niekerk from Smart Procurement (2005), instead of resisting these trends the
procurement organisation should pro-actively study the trends and embrace them in advance so that
the organisation “can have a sustainable procurement framework”. This is the job of a trend analyst,
and is a growing field as it is becoming more and more important to develop trends or curves in order
make purchasing decisions.
Van Niekerk (2005) believes that the most prolific global case study for harnessing the power of
preferential procurement is the current situation in South Africa. Procurement objectives are set for all
organisations, both public and private sector, to ensure that they procure in a manner that develops the
previously disadvantaged. Although painful for buying organisations, if one had to compare this with
the anarchy that would ensue from a violent political revolution in South Africa it is a much more
sophisticated and intelligent way to redress past imbalances. Preferential Procurement trends can
create an excellent opportunity to engage the company’s senior management at a more strategic level.
Instead of engaging only at the cost reduction level, procurement can become an active contributor to
the strategic debate.
1.2) Product lifecycle
The Lifecycle can be described as “from the moment an item is needed until the time it is
disposed of’ (Blythe 2001). The first question to ask when monitoring or predicting a product
lifecycle is: What is required throughout each phase of the lifecycle of the contract / project?
This can be categorised as follows (adapted from Blythe 2002):

 What we have at the moment that we would like to keep? These are typically things that one
would like to retain.
 What we don't have at the moment but would like to have in the future?
 What we have at the moment but do not want?
 What we do not have at the moment and would like to avoid in the future?
Once the requirements have been mapped throughout the lifecycle the next question is: What
potential risks are there at each step of the lifecycle? These must be asked in order to ensure
sustainable procurement or investment.
This is a list of sample risks that one might want to consider at each stage of the lifecycle:
commercial, financial, operational, legal, production/manufacturing, quality, labour, environmental,
client satisfaction etc. By listing risks the purchaser is able to identify possible problems that may
arise from interaction with and use of the product.
1.3) Sustainable Investment and Green Procurement
The term sustainable development gives a concise description for present and future
challenges: The main task is to pave the way so that man will be able to thrive on this planet. What
does this mean in the context of investments? Sustainable investments cannot focus on profit
maximization alone, they also have to contribute to the future of mankind in terms of ecological and
socio-cultural challenges.
“One way of using capital flows to make a real contribution to society is by directing them
towards the growing tide of sustainability projects. This international [trend] – also called ethical
investment and the socially responsible investment movement – broadly comprises the conscious use
of investments to achieve social, ethical and environmental objectives as well as to make a reasonable
financial return” (Visser and Sunter 2002: 138).
Environmentally responsible or 'green' procurement is the selection of products and services

that minimize environmental impacts. It requires a company or organization to carry out an assessment
of the environmental consequences of a product at all the various stages of its lifecycle. “This means
considering the costs of securing raw materials, and manufacturing, transporting, storing, handling,
using and disposing of the product” (Hollender and Fenichell 2004: 59).
Green procurement is rooted in the principle of pollution prevention, which strives to

eliminate or to reduce risks to human health and the environment. It means evaluating purchases based
on a variety of criteria, ranging from the necessity of the purchase in the first place to the options
available for its eventual disposal. Consumers, investors, shareholders and regulatory agencies are
increasingly demanding that organizations behave in an environmentally responsible manner.
Practising green procurement demonstrates an organization's commitment to considering and
minimizing the environmental consequences of its activities. Therefore, it makes both environmental
and economic sense.
“Green products are generally produced in a manner that consumes less natural resources or
uses them more sustainably, as with sustainable forestry. They may involve less energy in their
manufacture and may consume less energy when being used, and they generally contain fewer
hazardous or toxic materials” (Hollender and Fenichell 2004: 63). Green products are also generally
designed with the intention of reducing the amount of waste created. For example, they may contain
recycled material or use less packaging, and the supplier may operate a 'take-back' programme.
Green procurement can also offer cost savings. In particular, buying 'green' usually involves
products that are easily recycled, last longer or produce less waste. Money is therefore saved on waste
disposal. In addition, green products generally require fewer resources to manufacture and operate, so
savings can be made on energy, water, fuel and other natural resources. Moreover, green products
generally involve fewer toxic or hazardous materials, reducing associated expenses such as permit
fees, toxic materials handling charges and staff training.
1.4) Communication
This cartoon looks at communication issues in-house, and is

being used to illustrate the waste potential of ineffective
communication (van Niekerk 2005). The use of a tree-swing is
universally appropriate, and shows communication breakdown.
Ineffective communication leads to the following project issues:
 Important work is omitted or duplicates are created during the
project planning stage
 Managers / key stakeholders are unprepared
 Interdependencies between projects / interventions are not
identified
 Programme leaders are unaware of major risks
 Lack of commitment from major stakeholders.
These ultimately lead to cost increases, risk increases, delays and unrealised benefits.
Effective project communication begins with having a formal communications plan /

programme. The possible internal communication programme communicates “upwards and
outwards” (van Niekerk 2005) to gain support from those who determine project success and create
external dependencies. It also communicates “inwards and downwards” (van Niekerk 2005) to the
project team. This builds project team understanding and manages internal dependencies.
If buyers properly analyse risks they will notice that most suppliers’ intrinsic sustainability is
questionable. The essential ratios that define whether or not these companies can exist on a sustainable
basis are usually out of line, but due to little communication this is not often noticed. This fits into the
topic of Risk Management within the procurement project environment, or essentially effective
communication.
1.5) Zero Waste, and permaculture principles
Zero Waste aims to eliminate rather than 'manage' waste. The Following objectives are adapted from a
Zero Waste New Zealand Report (2005).
Zero Waste:
 is a whole system approach that aims for a massive change in the way materials flow through
society - resulting in NO WASTE.
 is both an end of pipe solution which encourages waste diversion through recycling and resource
recovery, and a guiding design philosophy for eliminating waste at source and at all points down
the supply chain.
 is a unifying concept or “brand” for a basket of existing and emerging technologies aimed at the
elimination of waste.
 resets the compass with new tools and new ways of thinking so that normal, everyday activities
contribute to the answer rather than the problem.
 is a way to transform the current cost-plus waste industry - whose existence is increasingly
dependent on doing more and more for less and less, into a value-added resource recovery
industry.
 redesigns the current, one-way industrial system into a circular system modelled on Nature’s
successful strategies.
 helps communities achieve a local economy that operates efficiently, sustains good jobs, and
provides a measure of self-sufficiency.
 maximises recycling, minimises waste, reduces consumption and ensures that products are made
to be reused, repaired or recycled back into nature or the marketplace.
 is a powerful new concept that enables us to challenge old ways of thinking and inspires new
attitudes and behaviour - the hallmarks of a breakthrough strategy.
1.6) The Problem
Communities all around the world are grappling with the waste problem. We are in a crisis of
our own making as waste piles up, spreads and contaminates, creating immediate and long term
liabilities for future generations. When one considers other worldwide trends, such as increased
consumption, increased population and a diminishing resource base, one must conclude that there is a
major environmental crisis looming.
A major reason that procurement project so often fail is that risks are not managed properly.
One area of risk is when the balance of power is shifted due to outsourcing projects and contracts. The
supplier then knows that once the buying company has given over management responsibility to the
supplier, the negotiating power has shifted in the direction of the supplier. If the supplier planned its
strategy carefully this would be a good time to start introducing risks/costs that the buyer should have
thought about earlier but didn’t.
Management of all links in a chain of communication or planning relates closely to the Zero
Waste philosophy of not engaging with unnecessary elements. Designing wasteful practices out of the
cycle would be ideal, but procurement and consumerism would be seen as a wasteful practice, so what
will be designed out of the cycle are wasteful communication processes and unnecessary procurement,
as well as the ethical and national waste of buying from outside the country.
Managing risk is the first point of focus. Step one in the managing of risks would be to develop
a clear understanding of the potential risks throughout the lifecycle of the item/project. Just as in the
strategic sourcing process the lifecycle of the product or service would be mapped, and costs
throughout the lifecycle would be identified. The lifecycle can be described as from the moment an
item is needed until the time it is disposed of. This cradle-to-grave ideology does not fit with the Zero
Waste philosophy of from cradle-to-cradle, and so procurement policies would ideally also look at
extended producer responsibility, and use the power of buying consortiums that are present in
academic institutions throughout South Africa to force producers to take end-of-line responsibility.
This is called using market power.
Requirements from each stage of the product lifecycle must be stated, as well as the risks
expected from the product lifecycle. Requirements may be that the purchaser would like to keep
something already available, such as flexibility to change suppliers. Other requirements may include
what the purchaser wants but does not have, what the purchaser has but does not want, and what the
purchaser does not have and would like to avoid n the future also. Risks from both the supply-side
and demand-side include commercial, financial, operational, legal, production and manufacturing,
quality, labour, environmental, and client satisfaction. It is a good ides to get stakeholders involved to
look at the lifecycle as defined above.
These product lifecycle problems can form the framework from which to develop solutions, or
with which to Zero Waste the procurement project development process and implementation. To start
off with a communications strategy could be developed using five logical steps: identify the
stakeholders, rate these stakeholders according to critical worth and influence of the project on them,
determine the communication strategy per stakeholder grouping, consider what type of communication
would be appropriate per stakeholder strategy, and create a plan which will include purpose of
communication, responsibilities, focus on listening and talking, and regularity of communication.
Some Permaculture principles, according to Vanessa Black (2005) are “observe and interact”,
“use information and imagination”, “work where it counts”, “everything works both ways”, “obtain a
yield”, “apply self-regulation”, “use and value renewable resources and services”, “cycle resources”,
“produce no waste”, “design for the connection between things”, “use and value diversity”, “design
from patterns to detail”, “create small-scale, intensive systems”, “creatively use and respond to
change”, “use elements that perform two or more functions”, “insure yourself – support important
functions by many elements”, “make things easier for yourself – use energy efficiently”, and
“maximise edge effects”. Some of these principles can be related directly to the formation of
procurement policies.
1.7) Proudly South African
The fundamentals of the Proudly South African campaign are creating jobs, growing the
economy, producing quality local goods, good corporate citizenship and, in the process, gaining some
growth fro member companies. Government institution membership costs R500 per annum.
According to Proudly South African acting chief executive Herbert Mkhize (Molatwane 2002)
“members will also be asked to revisit their procurement policies to give bias towards locally made
goods”.
On the 17th April 2002 the Department of Education became the first government department
to commit itself to giving preference to Proudly South African members in awarding tenders
(Molatwane 2002). This move strengthened a growing trend towards ensuring that procurement
decisions are linked to job creation and to the Proudly South African campaign. The Council of
Education Ministers agreed to ensure that departmental procurement policy supports the campaign
wherever possible, in the knowledge that “Proudly South African companies would provide a quality
local product, with fair labour practices and sound environmental policies” (Molatwane 2002).
By building a ‘buy South African’ commitment and a preference for local companies into their
procurement policy, the University of KwaZulu-Natal can become an agent of change – protecting
South African jobs and creating employment. Proudly South African is a campaign to promote South
African companies, products and services that help create jobs and economic growth in the country.
Universities procure millions of Rands in goods and services every year, and they can use this buying
power to stimulate the local economy. “For every R1 million in goods that are produced locally and
not imported, between eight and 22 permanent jobs are created” (Gareeb 2005). Companies who meet
the standards set by Proudly South African can use the logo to identify themselves, their products and
services.
The criteria which must be met before the logo can be used are as follows (adapted from
Mutasa 2003): the company's products or services must incur at least 50% of its production costs
including labour; the company and its products or services must meet high quality standards; the
company must be committed to fair labour and employment practices and finally the company must be
committed to sound environmental standards. As it has been put by “proudly” campaign advocates:
“we are urging you not to believe the roars and purrs of politicians and economists who are stuck in
the TINA trap – where TINA stands for There Is No Alternative. Instead, we must embrace the
promise of TEMBA – There Exist Many Better Alternatives” (Visser and Sunter 2002: 122).
1.8) Aims and Objectives
For the purposes of this project both management and marketing references will be used and
drawn from, as well as Zero Waste Principles and to some extent Permaculture Principles. The aim of
the project is to assess the potentially wasteful practices of the Howard College Campus of the
University of KwaZulu-Natal. The assumption has been made that practices are wasteful, and the
project, complied by postgraduate students in the Department of Development Studies, in the
Environmental History and Policy Class, will profile a number of different aspects where potential
waste may be found.
2) Case Study
For the purposes of this project the case study of the Installation of the University of
KwaZulu-Natal’s Chancellor and Vice Chancellor will be used. This has been a high profile event on
the University’s calendar, and was met with much interest by the Durban community. A number of
articles in Durban newspapers had differing opinions about the amount of money to be spent, and the
lavishness of the Installation Ceremony. In order to properly situate this study it is important to
highlight issues in the University of KwaZulu-Natal’s procurement policy, as well as in that of the
South African Government’s.
The case study was conducted with the help of Mr. Gareeb at the procurement office and Mr.
Seme at the Special Events Office. Both offices are in the main administration buildings at the
Westville campus of the University of KwaZulu-Natal. The process of contacting the men was long
and difficult, and Mr. Gareeb was not interested in communicating with a student. In order to spark a
dialogue I explained that I was a postgraduate student doing an important project, and e-mailed the
details of the project, as well as the information that I had gathered, to him. He agreed to an interview,
which he did not arrive for.
After more attempts to contact him over the next week I went to his office on the morning of
the 14th of November and waited until he arrived. He was unavailable for an interview, but did hand
me a draft copy of the University of KwaZulu-Natal Procurement Policy that I have used as a basis for
analysing the interview that I did manage to conduct with Mr. Seme. Mr Gareeb’s e-mail
correspondence, and the number of telephone conversations that we did have, has been used in this
project.
Mr. Siyabonga Seme, when eventually available, was an interested and keen interviewee, and
the experience was one of co-operation and respect for the project. Mr. Seme is the special events co-
ordinator of the university of KwaZulu-Natal, and mainly does cross-campus functions, which means
that individual campuses have their own co-coordinators for smaller functions. The interview with
Mr. Seme allows me to illustrate a sequence of procurement events at the University of KwaZulu-
Natal.
2.1) University of KwaZulu-Natal Procurement
The University of KwaZulu-Natal is in the process of developing procurement policy,

incorporating those polices of the University of Durban Westville and University of Natal. The
merger between the two institutions happened at the beginning of 2004, and the procurement policy is
still in the draft stage almost two years later. The protocols are designed to incorporate all purchasing
and procurement practices for goods and services within the University of KwaZulu-Natal with the
exception of the procurement of services for employment. The protocols give purpose to the intent of
the Employment Equity Policy and work in conjunction with the principles of cost effective
purchasing and procurement.
The draft policy is nineteen pages worth of definitions and policies, procedures and
exclusions, which include utility services, investment services, human resources, library book
acquisitions and insurance. The procurement office does not handle utility services because there are
no options in KwaZulu-Natal regarding provision of utilities, which are water, electricity, and phone
and communication services. The Investment Office undertakes investment, but the Procurement
Office does stipulate the typical investment procedures (Gareeb 2005). Human Resources handle
appointments, but follow the BEE policy and Equal Opportunities employment policy. The Insurance
office handles insurance, and a specialist library team handles library book acquisitions.
2.2) Important issues
The tender practice is described in detail by the draft policy, including the composition of tender
committees and the management of tenders below and above certain amounts. A code of procurement
ethics is included, and all departments and offices, all those university employees who make buying
decisions, are expected to abide by the ethics laid out. “It is the responsibility of each office and
department to read the procurement document in order to understand the correct procedure” (Gareeb
2005).
The following obligations are from the draft policy, no 07-001, October 2005, of the
University of KwaZulu-Natal:
2. Obligations of the University of Natal

2.1 In awarding work to outside contractors, the University of Natal, while seeking actively to
encourage, assist and empower previously disadvantaged businesses and individuals, will ensure that
all work is performed to the required standards of the University.
2.2 In ascertaining potential suppliers, the University of Natal will network with organisations focused
on identifying and assisting disadvantaged businesses and individuals and will, within the confines of
these protocols, utilise these as contractors.
2.3 The University will ensure that, when seeking contractors to perform or to supply required work or
services, publications used to carry such notices will be those that reach all sectors of the formal and
informal markets.
2.4 Suitable organisations will be identified by the Purchasing office which will also assist potential
contractors in tendering for University business.
2.5 All procurements and purchases will be either by public tender or through an approved suppliers’
list controlled by the Chief Buyer.
2.6 All work awarded will be subject to appropriate review from time to time under the direction of
the internal auditors. Complaints in the first instance should be routed through the Centre.
2.7 Wherever possible, work of a similar nature is to be spread amongst as many contractors as is
practicably possible, recognising that in some cases of service contract, a relationship between the
University and the contractor is important for performance of the contract.
2.3) Government Procurement
According to the SA Cities Network (2005) government purchases are by competitive tender
for project, supply, and other contracts. The South African government uses its position as both buyer
and lawmaker, however, to promote the economic empowerment of historically disadvantaged
individuals (HDIs) through its Black Economic Empowerment (BEE) program. Regulations set a legal
framework and formula for allowing preference points to HDIs when tendering for a government
procurement contract. Points are awarded based on such criteria as a percentage of HDI ownership and
the percentage of HDI managers.
While many companies operating in South Africa have significant programs that support HDIs,
they have concerns about the lack of clarity and consistency in the BEE rules. A major concern is
whether HDI equity ownership will become mandatory and a cost of doing business with the South
African government. Companies have stated their hope that regulations implementing the “Preferential
Procurement Policy Framework Act announced in 2001 will increase transparency in government
procurement by establishing clear rules for preferential awarding of government contracts to firms
with black ownership or shareholders” (SA Cities Network 2005).
According to the SA Cities Network (2005) the South African government introduced an
Industrial Participation (IP) program in 1996. All government and parastatal purchases or lease
contracts (goods, equipment or services) with an imported content equal to or exceeding $10 million
(or the Rand equivalent thereof) are subject to an IP obligation. This obligation requires the
seller/supplier to engage in commercial or industrial activity equaling or exceeding 30 percent of the
imported content of total goods purchased under government tender. The program is intended to
benefit South African industry by generating new or additional business.
“The private sector developed a Financial Services Sector Charter in 2003 that employs a
scorecard to measure core BEE components such as human resource development, procurement and
enterprise development, access to financial services, empowerment financing, and ownership and
control” (SA Cities Network 2005). The information and communications technology sector is also
working on a BEE charter. On January 7, 2004 President Mbeki signed into law the Broad-Based
Black Economic Empowerment Act, the legislation enacting the BEE strategy. The Act directs the
Minister of Trade and Industry to develop a strategy for BEE, issue codes of good practice, encourage
the development of industry specific charters, and establish a BEE Advisory Council to review
progress in achieving BEE objectives.
In December 2003, the National Treasury published a Draft Code of Good Practice for BEE in
Public-Private Partnerships (PPPs). “Following the consultation process, the Minister of Finance will
submit a final draft to the Minister of Trade and Industry for consideration by the BEE Advisory
Council. The code will then be issued as a complement to the Broad-based BEE Act. The Code of
Good Practice sets out the targets for BEE to be achieved in PPPs and provides clarity to bidding
private parties. South Africa is not a signatory to the WTO Agreement on Government Procurement”
(SA Cities Network 2005).
2.4) Interview
On Monday 14th November 2005 an interview was conducted with Mr. Siyabonga Seme of the
Special Events Office. The interview took place at 12h00 in the main University administration
building at Westville Campus. Mr. Seme agreed to a short interview about the October 2005
Installation of the Chancellor and Vice Chancellor of the University of KwaZulu-Natal. The interview
transcription follows.
Firstly, the Instillation management team was made up of five people, who are all events
coordinators. Once the date was set, and the nature of the function was agreed upon, the coordinators
needed to decide what kind of functions were to be held in celebration. This needed to be decided
according to budget, as well as venue availability and guest profile. The invitations were sent out to
staff of the University, and various dignitaries, as well as chairpersons of clubs and societies, and ex-
staff members who had given great service to the University.
The events coordinators did the invitation design initially, to save time and money. A graphic
designer was then outsourced to help with fine-tuning the layout, and the printers were outsourced.
The University has s list of printers used for this kind of occasion, and the particular ones used this
time were Afro-Spies. It is the duty of the events office to act on behalf of the procurement office in
this situation to brief the company coming on board of the procurement ethics outlined in the draft
policy. Because none of the events coordinators have read the policy, a procurement officer was
brought in to do the brief.
Once the venues and natures of the various functions were stated, the catering was looked at.
The main focus of the events team was to ensure sufficient catering for the guests. The Installation
was a big exhibition, and over the week’s events there were a number of teas, lunches and dinners.
These meals had to be provided for the staff working the shifts also, but in a different and more basic
style. The events office has a number of suppliers that they can use as caterers, and are encouraged to
support Empowerment companies.
On the main day of the Installation the Upper Café at Westville was used as the catering body,
because the size of the function dictated that there be a lot of food on site and ready to serve. This
café did the catering for all the guests at the casual, buffet, lunch time function. The events office
budgeted for 1500 people, because the hall in which the Installation took place holds 1400. The idea
was to err on the side of caution. Four points of service were provided, and each was guarded by
security to prevent stampeding.
The caterers are decided through the University tender process that is outlined in great detail
in the Procurement Policy. Although no one in the events office has ever seen or read the policy the
process of tendering is known to those who engage with suppliers. The list of people available to cater
is on hand, and the office sends invitations to those that fit the specific profile. The interested people
meet for an event briefing, and submit a proposal and quote. The events managers then make the
choice.
On the big day there was also a formal dinner in the main hall at Westville. The dinner was
for selected dignitaries and VIPs. The hall can seat 1500 people in rows, and so the capacity for
entertaining at round tables, seating ten at each table, is big. The dinner was an up market dinner, in
excess of three courses. The waiters were hired through catering companies, and the human resources
office needed to be briefed by the events and procurement office to make sure that they knew the
terms of sertvice. The events coordinators in this case are able to influence procurement decisions
rather more than is usual, because they are the trained events managers and know about catering.
The events coordinators also do other aspects of the Installation, but they mainly just facilitate
further aspects. The hiring of equipment is done through the University Audio Visual Center, and
members of staff in the music and drama departments did the dancers and entertainment. The events
coordinators contacted the relevant departments and outsourced and delegated duties.
2.5) Notes
Mr. Seme believes very strongly in the Proudly South Africa campaign, and would like to see a
situation where this campaign would be more widely followed. He is eager to read the draft
procurement policy, and I have forwarded a copy to him. He has replied that the key question he
would like to address is whether or not the University itself follows the procurement policy that it
imposes on various administration offices and departments? He thinks that if that question can be
asked and answered then the problem of lack of local economic growth and support will be solved.
3) Recommendations
3.1) Lessons Learned
 A number of lessons can be drawn from the case study to build on for the future:
 Cooperation between public authorities and educational institutions cannot only substantially
increase public acceptance of projects but also help develop innovative and realistic proposals
 Sustainable approaches are often not inherently more costly than conventional ones, but they
needed a higher investment in thinking, learning and creativity to find better solutions. Some cases
may require higher investments in materials and technology, but may deliver financial and social
benefits afterwards, lowering long-term costs
 Many activities have a positive economic multiplier effect, leading to increased economic activity,
reduced social benefit costs and increased tax incomes.
 Providing money is not always enough for projects to be successful. It is important to advise,
provide information and set up assistance facilities.
 Political leadership, courage and creativity are essential.
3.2) Sustainable Investment Manifesto
Investing in essential goods and services in a sustainable way is fundamental to achieving

goals of sustainable development and investment. However, as this cannot be achieved through the
market alone, public authorities have a key responsibility to ensure that sufficient investment is
directed in a sustainable way towards public goods and services such as public transport and social
housing, and remove barriers for such investment. Furthermore, the necessary incentives and
conditions must be created by the South African government to promote private investment in
sustainable goods and services. The multiplier effect of government investment is one element of this.
Government investment can also act as a multiplier and encourage private funds to be invested
sustainably.
3.3) Ethical Considerations

Social, employment and ethical considerations can be included in several phases of the
contracting process and must be included in the procurement policy as ethical considerations to be
taken seriously. These vary from providing information and ensuring compliance relating to
employment protection, working conditions, support for long-term job seekers, and for the
disadvantaged.
3.4) Implementing a green procurement programme
It can be concluded that the way in which to approach procurement at any institution, and
especially at an academic one that should be at the forefront of progressive thinking and development,
it to buy green,, it is suggested that the current procurement document be written in accornbadnce with
green procurement, that is advocated for by the Institute of Zero Waste, Africa. The following steps
are the Zero Waste steps taken to address procurement in a green way.
10 Key Identified Steps for Success (Lakhani 2005: 8)
1. Make It a Priority
2. Identify Opportunities and Attributes
3. Create a Green Team
4. Plagiarize
5. Investigate Cooperative Efforts
6. Review Eco-Labels
7. Introduce Incentives
8. Hold Training Sessions
9. Involve Suppliers
10. Conduct Pilot Projects
Key Steps to be Taken (Lakhani 2005: 8)
- Have a written policy

- Develop Price preferences
- Implement Best value purchasing
- Have Performance requirements
- Carry out Lifecycle cost evaluations
- Develop Approved product lists
Some Potential Areas for Intervention (Lakhani 2005: 8)

- Landscaping
- Pest Management
- Office Supplies
- Paint
- Paper
- Printing
- Vehicle Fleets
- Road building and maintenance
- Energy including electricity
-B
 uildings (New construction, renovation, maintenance)
- Cafeteria Supplies
- Cleaning Products
- Computers
- Furniture
-P
 romotional materials
- Public events
The steps involved in implementing a green procurement programme are outlined here. It is
not comprehensive, but rather is intended to provide an overview. The following steps enlarge on the
steps laid out by Lakhani, and serve to further explain the concept of green procurement, and act as a
conclusion to the project.
1. Organizational support: Implementing a green procurement programme means changing

policies and procedures. For it to be successful, it is essential that management support the
initiative fully. In addition, those charged with making purchasing decisions must be involved
in the implementation process. Their suggestions and support are critical.
2. Self-evaluation: An important step in implementing green procurement is conducting an

evaluation of present purchasing practices. This process will help to clarify what is purchased,
in what quantities, from where and at what price. The evaluation will provide a baseline, in
order to measure future success and to focus the development of green procurement goals.
3. Set goals: A broad policy should be established, and specific priorities and targets set.
4. Develop a strategy: It is now to time to identify and implement changes, both short and long-
term, identify suitable products and services, and evaluate the environmental performance of
suppliers.
5. Run a pilot project: A pilot project can provide practical experience in purchasing green
products and services, by applying green procurement principles to a specific product or
service. Pilot projects can be used to generate more detailed guidance on purchasing practices.
6. Implementation: Implementing the green procurement programme will require an assignment

of accountability, plus a well designed communications plan addressing employees,
customers, investors, suppliers and the public.
7. Sustainment: As with all business practices, it is important that a systematic review of the
green procurement programme be carried out, in order to establish whether the scheme is
meeting its goals and objectives. The review should take into account changing environmental
goals.
4) References
Black, Vanessa. 2005. ‘Permaculture ethics and principles’. Personal notes compiled from the writings of David
Holmgren and Bill Mollison.
Blythe, Jim. 2001. Essentials of Marketing. Second Edition. Prentice Hall, Financial Times, Essex, UK.
European Union. 2004. ‘Investing for a Sustainable Future: from best practice to common practice’. A booklet
produced by EEB, ETUC, and Social Platform as part of the campaign “ Investing in Sustainable
Development ”. January 2004
Hollender, Jeffrey and Stephen Fenichell. 2004. What Matters Most: Business, Social Responsibility and the end
of the Era of Greed. Random House Business Books, London, UK.
International Institute for Sustainable Development. 2005. ‘Business and Sustainable Development: A Global
Guide’. http://www.iisd.org
Lakhani, Muna. 2005. National Co-ordinator, IZWA. ‘Better Local Government Buying For Sustainable
Development’. October 2005.
Likhethe, Molatwane. 2002. Ensuring Education Spending Supports Job Creation. Press release on behalf of
Kader Asmal, then Minister of Education. 17 April 2002.
Mutasa, Haru. 2003. ‘RU joins Proudly South African’. Activate Independent Student Newspaper. April 14
2003.
Platform of European Social NGOs. 2005. ‘Making the most of public money’ www.socialplatform.org
SA Cities Network. 2005. www.sacities.net/
van Niekerk, Bernie. 2005. ‘Preferential Procurement’, Smart Procurement newsletter.

www.smartprocurement.co.za/
Visser, Wayne and Clem Sunter. 2002. Beyond Reasonable Greed: Why Sustainable Business is a Much Better
Idea! Human and Rousseau, and Tafelberg, Cape Town.
Personal communication with Mr Gareeb and Ms Keyser, as well as Mr. Seme

Residences and the DCEC – by Jon Kennedy
Transport Options – by Rob Tyrell
1) Abstract:
Transport is an issue every student, and staff member, at the University of KwaZulu Natal
must face everyday. Transport is an issue that consumes a large amount of both energy and time,
whilst also creating a large amount of pollution and is therefore an area, which deserves attention. The
university, as an educational institution can make a difference simply by fulfilling its function and
educating people about more sustainable transport options, but could also undertake several different
options in order to help facilitate a climate of zero waste and sustainability amongst its staff and
students, namely:
1. Provide more public transport to students/staff.

2. Alter the usage of Parking Spaces.
3. Encourage the use of lift-clubs or shared transport.
4. Encourage students and staff living close to walk to university or take public transport.
5. Encourage the use of alternative technology instead of transport.
Throughout all options the university should continue its role as an educational institution and
create more awareness of sustainable transport options and methods in order for staff and students to
achieve zero waste.
2) Introduction:
The issue of transport is a very pressing one in modern day South Africa, where millions of
people have vehicles, and millions more want them. The area of transport, as a pollution-causing
problem, is well documented; from energy wastage, to air, soil, water and noise pollution, to its
contribution to “green-house” gasses, and even to the damage to the environment from roads, parking
spaces and other tarred surfaces. Transport, of course, is not the problem; the problem is instead the
method of transport itself, and ranges from the little to no impact (walking, riding a bicycle) to
medium impact (using public transport, “car-pooling”) to high impact (individual car use, use of
inefficient vehicles and “over-powered” vehicles). There are also many solutions that can be used to
minimise the problems created by inefficient transport, although most of the options themselves are
merely less environmentally damaging, and marginally more environmentally sustainable then the
problem itself. Fundamentally, as with all instances of change, the main hindrance to the widespread
acceptance of new methods is a lack of information, which causes a lack of motivation.
When faced with the choice between an option that is more costly, more polluting, more
dangerous, less efficient and more problematical, and an option whose only real downside may be an
increase in travel time, but with very real positive effects, such as decreased travel costs, increase
sense of community and decreased environmental impact, it would seem obvious that a rational person
would chose the second option. However, the available options are not presented in this manner, or are
not fully explored by the university, and are therefore largely unknown to the universities students and
staff, except on the most basic levels. As an educational institution, the university can be said to have
many vital roles, but none more important than that of educating its students; especially when
educating those students will pay dividends not only in terms of an increase in the national and global
discourse on pollution control and sustainability, but also save them time and money.
The area of transport, as it applies to UKZN can be divided up into areas that the university
has direct/total control over, partial control over or little or no control over. All of these instances of
control should be taken as being relative, for instance, whilst the university can be said to have direct
control over the vehicles it owns, it does not have total control to modify them, or to force them to run
on a fuel not available in South Africa, for instance.
3) Issues:
3.1) Perception:
The fundamental issue at hand, and the one which is paradoxically the easiest, and the hardest
to solve, is that of perception; the perception that affects the profit/loss calculations that all rational
people make when coming to a decision. Basically, every day university students, and staff, make a
rational decision on what form of transport they use to get to the university, back to their homes, or a
myriad of other destinations. In changing the negative perception of public transport (for instance, that
is it unsafe and unreliable), and correcting overly positive perceptions of individual transport (for
instance, that it is easier then public transport and safer), and placing more emphasis on the different
effects on the environment caused by different transportation methods – and making the environment,
and sustainability important as a concept, the university could make a large change to the behaviour
patterns of its students and staff.
3.2) Information:
Linked to the first issue, information is important, if the university were to encourage students and
staff to make use of public transport schemes, and to supply information on the costs and possible
savings of doing so (this will be discussed fully later), the university could make a difference. Simply
by providing a networking facility for groups and people interested in car-pooling (for instance) the
university could play a very positive role in advocating more sustainable transport methods.
3.3) Cost:
Several of the solutions presented below could have substantial costs associated with them
(university run bus or transport schemes for instance), but the costs could be reclaimed from the
students using the transport themselves. Even were the university to find itself in a position where it
was unable to spend any money on transport, it could still take large steps towards a more sustainable
transport system simply by providing information to students and staff and allowing the use of
university resources (the LAN for instance) to facilitate people interested in car-pooling in finding
other people who may be interested in the same thing, living in the same area.
4) Sustainable Development/Zero Waste
An opportunity to make a real difference to the environment and to university staff and
students at the UKZN.
The university, as the premier educational institution in KwaZulu Natal, has a responsibility to
encourage practices and ideas that promote the greater well-being of South African society, through
the positive and influential use of information disseminated both through official lectures, but also
through involvement with its students, staff, and the community as a whole.
There are few issues which directly and constantly affect all members of the university
community more then the issue of transport. It is a issue that each and every person who makes their
way to university must confront several times each day, and it is an issue that the university could,
with the right planning, address in a relatively easily and cost effective way.
4.1) Direct Control:
Transport made directly available by the university to its students or staff, in the form of mini-
busses and other vehicles directly owned by the university. The university obviously has a greater
amount of control over these assets, as it owns them, and therefore has the right to restrict, or grant
access too, as well as modify, said vehicles. The university could help towards the cause of zero waste,
and a reduction in pollution, either by converting the vehicles it has direct control over to less-
polluting fuel (unleaded fuel or diesel), by purchasing vehicles that use less-polluting fuel or are more
economical in terms of fuel usage (engine size is directly related to fuel consumption). The university
could also restrict access to these vehicles to ensure that they are only used for valid university
functions so the university does not have to pay for activities and the use of fuel that will not provide
an instance of profit for the university, and ensure that the vehicles are fully utilised, for instance, by
ensuring that where many people need transport, each vehicle is filled to its safe carrying capacity.
The university could also draw up preferred routes known to minimise fuel consumption, and restrict
the vehicles to the most fuel-efficient speed.
4.2) Partial control:
The university can be said to have partial control over the vehicles it leases, in that the
university has a choice of vehicles and vehicle operators and could decide only to use companies who
adhere to zero-waste, pollution reduction, or other environmentally friendly programmes. The
university could also ensure that the vehicles they rent are in a good state of repair and therefore less
likely to waste fuel or pollute through leaks or other issues, and that the vehicles are as
environmentally friendly as possible (for instance, using less-polluting fuel, or being more fuel-
efficient).
4.3) Little or No Control:
The university has little or no control over the vehicles owned by its student and staff, as the
vehicles are not the property of the university, the university cannot unilaterally make changes to the
vehicles to make them more environmentally acceptable, cannot ensure their efficient usage or
efficient use of fuel for them. The university may be able to have control, to a certain extent, of the
cars owned by its staff, as it is theoretically possible that, were the university to provide cars for its
staff, the university could ensure that the vehicles in question were, at the very least, less polluting,
more economical and run of less polluting fuels. However, it is highly unlikely that the university
could afford to provide vehicles for its entire staff, and it is even less likely that the university could
afford to provide vehicles for its students. The university does control access to university grounds and
could admit, or issue permits allowing entry, only to vehicles seen to have less environmental impact,
again this would extremely hard to implement and would most likely result in an extremely negative
reaction.
5) Survey:
A survey was conducted with seventeen students from the University; the most important
results are summarized below:
Out of the seventeen people surveyed, sixteen lived either within one to ten, or ten to twenty
kilometres from the university, ten are aware of car-pooling initiatives in their areas, with most of the
seven who said they were not aware of car-pooling expressing interest in either using a car-pool, or
having the university provide them more information to make car-pooling easier. Twelve of the
seventeen surveyed said they would be prepared to pay an increase in university fees to have cheaper,
or free, bus travel (between R50 and R200 per semester). When asked what they felt the university
should do with regards to transport, most felt that the university should provide some sort of cheaper
transport, one student said that they felt students without transport were being unfairly excluded from
events due to lack of transport. Twelve students indicated that they would run car-pooling services in
their area if the University could provide information to them about valid students who needed lifts,
and if the University could offer incentives (petrol subsidies, special parking permits). Thirteen
students indicated that they would use public transport or car-pooling were they given the option.
5.1) Therefore:
 71% of students would consider running car-pooling services.

 71% of students would consider paying an increase in fees in order for a decrease in bus
fares.
 77% of students would take public transport or car-pooling if doing so were made easier.
 31% of students are unaware of car-pooling in their area, and of that number a significant
amount expressed interest in having access to more information in order to make care
pooling easier.
This information would seem to suggest that there is interest amongst the student population
for sustainable transport schemes – either through the use of car-pooling or busses. Most students also
indicated that they would be prepared to pay an increase in fees (per semester) in order to have
cheaper bus transport. Also, due to the high number of students who indicated they would consider
running car-pooling services in their area were the University to facilitate it, it can be said that there
exists untapped potential amongst the student body of the University, which the University could
easily harness.
6) Theoretical Changes the University Could Make:
These suggestions are theoretical changes the university could make to ensure a more
sustainable use of transport and a more environmentally friendly campus; they are presented
regardless of cost.
6.1) Provide more public transport to students/staff:

Were the university to determine the locations where its students reside, the university may be
able to provide public transport to and from the most widely used locations, for instance: The Bluff, or
Chatsworth. Whilst Durban Transport and private companies do provide a service resembling this,
they only make the journey once a day, at awkward times (for instance, the Chatsworth bus leaves at
6:30am), and may be driven recklessly, the students may also not feel safe taking public transport.
The university should provide a bus service, or several busses, that operate from the university
at key times each day, for instance, leaving each main area at 6:30am, at 9:30am and then again at
12:30pm. The buses could return from campus to the areas at 9am, 12pm, 3pm and 6pm. The
university would subsidize said buses, in terms of initial set up costs (ie: purchasing the buses), but the
service would also be run from the fees taken from students. Whilst it would be productive to ensure
that the bus fees are not too high, it may be useful to indicate here that the petrol cost alone from the
university, to an outlying area such as Chatsworth can be said to be very high - up to R80 for a round
trip. Were the university to charge fees to R20 for a one-way ticket, and to have a bus filled with 20
passengers, each of whom have paid R20, the university may even find itself making a profit after a
protracted time.
If the university feels unable to provide such a service, the university may also consider
contracting outside sources, but only making use of sources who adhere to environmental and safety
guidelines outlined by the university. Even were the university to make a relatively small reduction in
the number of students who drive their own vehicles to university (say in the order of 20 people per
main area, per day, with perhaps 3 or 4 main areas identified, equalling a reduction of, perhaps, 60
people each day), the university would make a large contribution to reducing air pollution, and would
also vastly decrease the need for parking space, which is, at the moment, at a premium on campus. The
University may also be responsible for a relative decrease in congestion of the main road-arteries into
Durban, and therefore may be able to acquire some sort of funding from the Durban Metro.
The university should also consider providing transport to local "hot spots" such as the beach,
Musgrave, Berea and the pavilion. For shopping centres and movie houses, perhaps the university
could liase with the owners of such properties and get subsidies, or contributions from them for
providing easy access for university students (i.e.: customers) to their places of business.
The university should also consider some form of subsidization of public transport systems for
students by liasing with the government - in much the same way that school-children are given a
reduction in bus fees, the university should determine whether such a scheme for "card-carrying"
university students is feasible. With a total university population of around 30 000 students it may be
possible to form a plan whereby the university increases student fees, or allows students to pay an
increased fee amount, and to receive a permanent (permanent as long as they are students and have
paid the twice yearly fee) “free” transport on busses around the Durban area. If just 10% of the
students agreed to pay R200 more a semester, the university could offer the Durban Metro or a private
company a yearly payment of R1.2 million. If the university were to persuade 50% of the students
attending university to pay R200 more a semester, the university could offer R6 million rand, or the
university could run its own bus service in and around Durban. The university should also consider
applying for government grants and subsidies for such a scheme with regards to petrol; the
government already subsidises some big businesses, perhaps they would be open to an argument
allowing for an increase in the amount of money allocated to the university not by spending more
money, but simply by giving the university the same types of petrol subsidies they give some
companies.
After an email interview with representatives from the eThekwini Transport Authority (at the
end of this section), it became clear that such a plan is in fact feasible, and that the university need
only express interest and talk to the relevant stake holders in order to construct and make use of such a
service.
The university could also help emphasise the positives of using public transport, such as an
increase in socialisation and community, cheaper transport, dependability, stress free (“avoid the
traffic jams”/”morning rush”) and an increase in the relative amount of “freedom and independence”
for students without vehicles. Expanding public transport initiatives would also help to promote
equality – providing transport for people unable to afford their own vehicles.
6.2) Alter the usage of Parking Spaces:
The university is perpetually short of parking spaces, and the parking spaces the university does
own can be said to be "dead areas", as they are essentially open, tarred spaces. The university could
make a difference in terms of solar energy reflection (black, tarred surfaces have a high solar energy
reflectivity and absorption rate), as well as air pollution by replacing the currently tarred parking areas
with a hardy type of grass. The grass, as living plants, may result in a decrease of the emission of
carbon dioxide (through photosynthesis), and would also be more energy efficient, and also look more
desirable. The grass could be watered with water normally used to clean the tarred roads themselves.
The university could also "stack up" the existing parking spaces, expanding vertically instead
of horizontally and making better use of the space.
The university could charge more for the use of its parking spaces, or give preference for
vehicles used for car-pooling, discouraging the use of personal vehicles and encouraging the use of
vehicles for several people living in the same area.
Simply providing good information on parking (i.e.: situation and status; full, empty, etc.)
through the use of signs can reduce congestion - 23 percent of people in England consult signs before
deciding where to park (OECD Scientific Expert Group, 1985).
6.3) Encourage the use of lift-clubs or shared transport:
The university should go out of its way to encourage and set-up lift clubs between students
living in the same areas; car pooling can lead to energy savings of 3 - 4 percent (a city of 1 million
people would save 12.5 million litres) OECD Scientific Expert Group, 1985). The university could
offer to help with petrol or operating costs for registered car pools, and could set up an office to co-
ordinate such attempts, as well as making certain parking spaces for the exclusive use of car-pooled
vehicles.
The university could also set up a series of test to ensure that the drivers of the car-pools are
safe and competent, as well as valid students of the university. Such a plan would have the same
benefits as providing more public transport, although on a potentially smaller level and would, as such,
lead to a reduction in congestion, a reduced need for parking space and a more sustainable transport
system. It should be noted that the university has the data to easily do just such a project - it has the
residential addresses of most of its students and could easily ascertain the numbers of students
needing, and willing to provide (especially if the university helps with petrol bills) transport.
The university could also offer advisories for speed limits and preferred routes, simply by
driving at a predefined, safe and economical speed (56km/h is the most energy/fuel efficient speed –
the OECD Scientific Group advises that a speed restriction of 60km/h can lead to significant fuel
savings), small improvements can be made in terms of fuel efficiency. Installing devices that monitor
and show fuel use and cost are more effective at reducing fuel consumption (5-10 percent effective in
cars, 20-25 percent in heavy freight vehicles) (OECD Scientific Expert Group, 1985).
By selecting optimal routes and advising students and staff of them, the university could reap
the rewards of large savings in fuel, saving 25% on fuel consumption by driving on highways instead
of through suburbs (whilst not the best comparison, it was estimated that the UK could save between
100-600 billion pounds = 130-680 million litres) (OECD Scientific Expert Group, 1985).
6.4) Encourage students and staff living close to walk to university or take public transport:
There are a large amount of students and staff currently attending university who are within
walking distance, but who, never the less, choose to drive to university instead of walking. I can
personally attest to this, living in a private residence within easy walking distance of campus - out of
approximately 20 people who live there, I am the only person who regularly walks to campus. The
other students drive, but it should be noted that often they car-pool together where possible. One of the
main concerns with walking to, and from, university is the safety aspect, and I have been robbed twice
walking home after sunset, if the university could find a way of making walking to university safer
(say within a 5km area of the university), and encourage more students or staff to walk, or take
bicycles (for instance, emphasising the health benefits of walking) the numbers of vehicles at
university during the university day may be reduced. The university should once again also encourage
car-pooling.
6.5) Encourage the use of alternative technology instead of transport:
The University of KwaZulu Natal is now spread over a large area with various campuses
around the greater Durban area, some students may find themselves forced to commute between the
various campuses several times a week. Instead of providing transport (as has been previously
suggested), the university could instead invest in technology, for instance, the use of tele-
conferencing, so that lectures could be conducted at the Howard College campus, then shown live at a
lecture theatre on the Westville campus (for instance). This would save money on transport, and also
promote a greater familiarity with modern technological equipment.
The university should also promote cleaner energy and sustainability by encourage university
departments to focus on coming up with technological solutions to transport issues (i.e.: engineering);
creating awareness wherever possible.
The university could collect and provide data to students thinking of purchasing a car about
fuel consumption, and advise on more environmental (and more economically viable) vehicles that use
less fuel.
As an educational institution the university has a responsibility to inform its students about
issues such as transport, and to create an atmosphere where sustainability and zero waste are
appreciated. Simply by providing information such as the type mentioned above the university could
potentially make a large difference at very little cost to the university itself.
7) Conclusion:
Whilst some of the options presented and outlined in my report may cost the university in
terms of money, students have indicated that they would be willing to use more public transport, or
car-pooling services, were the university to facilitate them. Students have also indicated that they
would be prepared to pay an increase in fees per semester (between R50 and R200) in order to have
cheaper bus fares, and a large number of indicated that they would be prepared to conduct car-pooling
in their area, if the university were to help them out with petrol money, preferential car parking spaces
and information.
Therefore changing the transport habits of the students and staff at the university so as to
increase sustainability and move towards zero-waste is a real possibility, and could realise not just a
saving in terms of money, but also enhance the universities reputation as an environmentally
conscious and active organisation.
8) Limitations:
Although several different parties were contacted via email, unfortunately only two responded
in time to be included in this project, it was also hard to “track down” the proper university
representative for transport. Although those contacted were responsive and helpful to a certain extent,
they were never the less unable to help properly or answer questions posed to them with regards to
transport and sustainability. The numbers of students surveyed was also very restricted, largely due to
other academic commitments; I was only able to sample a very small number of students properly.
9) References:
Dimitrion (ed), Transport Planning for Third World Cities, Routledge, London, 1990
Feitelson & Verhoef (ed), Transport and Environment: In Search of Sustainable Solutions, Edward Elgar
Publishing Ltd, Cheltenham, UK, 2001
J. Hutchins, Transportation and the Environment, Elek books, London, 1999
OECD Scientific Expert Group, Road Transport Research: Energy Savings and Road Traffic Management,
1985, Paris.
T. McGean, Urban Transport Technology, Lexington books, London, 1976
Whiteless, Transport for a Sustainable Future: The Case for Europe, Belhaven Press, London, 1993
10) Appendices:
10.1) Interview: (via email)
This interview was conducted by email and was intended to investigate the possibility of
setting up a payment, or subsidy structure, with the eThekwini municipality, whereby students or staff
could receive a decrease in bus fares in exchange for a lump sum payment by the university each year
(collected from interested students). It would appear that such a scheme is possible, were the
university to actively pursue it.
Initial Email: Robert Tyrrell
I am a postgraduate student studying Public Policy at the University of KwaZulu Natal (Howard
College), I am currently undertaking a study with regards to public transport and environmental
sustainability, focusing on the University of KZN.
I was hoping you would be able to answer some questions for me, as one of the methods for increasing
sustainability for the UKZN may be to partner with Durban transport and pay a set amount a year for a
reduction in student bus fees (say a total reduction in bus fees, or a 50% reduction in bus fees for
students carrying valid UKZN student cards).
Whilst this is totally theoretical, I was wondering if such a plan were to be possible, for instance, if the
UKZN could pay an amount (perhaps R1.2 million a year), and get reduction in bus fees for 3000
university students.
I would also be interested to know if the University has approached Durban transport before, and
whether or not such a plan has been discarded, or used, before.
I really appreciate your help,

Thanks,
Rob Tyrrell
Student Number: 201501329
Response 1: Logan Moodley
There has been some engagement with DT and the University in terms of providing special services.
My colleague Manoj Rampersad has been involved in the project will brief you next week. You may
be aware that DT was privatised a few years ago - so in the current contract that we administer -there
is very little provision for discounts etc as suggested in your mail -but these can be evaluated
depending on demand patterns and cost benefit analysis and if there is a strong case then depending on
the operator -this can be negotiated. Erik Moller who is responsible for administering the contract may
also comment to you directly. Thanks for the interest
Logan Moodley
Deputy Head: Strategic Transport Planning
eThekwini Transport Authority
Response 2: Manoj Rampersad
Hi Robert
The project Logan mentions involved the rationalization of the 'Universities transport service', i.e. the
service provided for students from the various campuses and residents to locations where pracs are
held (e.g., clinics, hospitals etc) and how the city could assist in this regard. This was been looked at
by Prof Abedayo of the School of Planning and Architecture. Several meeting were held in this regard,
but no final consensus was reached, although reps of Remant Alton ( DT) attended the meetings as
well.
Should you request assistance on any other aspects of your study, please do not hesitate to shout!
Regards
Manoj Rampersad
Chief Traffic Eng. Tech.
Strategic Transport Planning
eThekwini Transport Authority

eThekwini Municipality
10.2) Survey Questions:
The following is a copy of the survey I administered to seventeen university students concerning
transport.
Survey Questions Regarding Transport:

Please select the most correct answer, by circling the letter next to it – you may select more then one
answer if you feel it is necessary.
1. How do you currently get to University?

I drive my own vehicle
My family drives me to University
I take the bus/taxi
I car-pool with some of my friends (i.e.: several students travel in the same car, perhaps paying a small
fee each time, or sharing the driving/etc)
I walk/use my bicycle
2. How far do you travel to get to University?

1 – 10kms
10 – 20kms
20 – 30kms
30 – 45kms
45+ kms
3. How long does it take you to get to University?

1 – 10 minutes
10 – 20 minutes
20 – 30 minutes
30 – 45 minutes
45+ minutes
5. Are you aware of any bus/car pooling (i.e.: getting a lift with a friend to university and paying them
a small fee for the lift) in you area that you would be able to use to get to University?
a) Yes b) No
6. If you could take a bus/car pool to University instead, would you?

Yes, it would be cheaper
Yes, it would be less stressful (you would not need to worry about driving yourself)
Yes, it would give me more time to socialize on the way to University
Yes, it is more reliable
No, I do not feel safe
No, I do not think it would be reliable
No, I think it would cost too much
8. If the University could provide you with information on a car-pooling service, for instance, provide
the names and numbers of students living in your area, who can give you a lift to University for a
small fee, would you be more inclined to car-pool to get to University?
a) Yes b) No
9. If you could walk/ride a bicycle to University, would you?

a) Yes, it is cheaper
b) Yes, it is healthier and would allow me to stay more in shape
c) Yes, it would give more flexibility – I wouldn’t need to worry about parking or traffic
d) Yes, it would be more reliable then driving
e) No, I would not feel safe
f) No, it is too far to ride or walk
10. What time do you usually get to, and leave from campus?
a). .
b) It varies too much to give a general time
11. If the University was to provide information on the least congested routes, and the most efficient
traveling speed (60km/h), would you be likely to use that information?
a) Yes b) No
12. If the University was to provide information and advisories on the most reliable, fuel efficient and
cost effective car types, models and engine sizes, would you be likely to use that information?
a) Yes b) No
13. Would you be more likely to use the bus service, if the university were to subsidize bus travel in
the Durban area (i.e.: make it cheaper)?
a) Yes b) No
14. Would you be prepared to pay a small increase in fees per semester (say, R150) in order to have
cheaper/free bus travel in the Durban area?
a) Yes b) No
c) Yes, but I would only be prepared to pay R extra a semester.
14. Would you consider running a car-pooling service around your area if the University were to
facilitate it (i.e.: advise students who need lifts about it, ensure that only “safe” students took lifts with
you, etc), as well as paying for the petrol costs (you could also charge students riding with you a small
fee as well)?
a) Yes b) No
15. What is the most important reason you choose to get to university in the manner that you do (e.g.: I
use a car because it saves time)?
a) Cost – it’s cheaper and easier
b) Time – it saves time
c) Safety – I feel safer this way
d) Social – I can talk to my friends on the way to University
16. What do you think is the main thing the University could do in order to change your transport
patterns:
a) Provide cheaper transport
b) Provide safer transport
c) Reduce/Increase the number of parking spots
d) Provide me with information on the alternatives
17. What is the main thing, concerning transport, that you think the University should change?
Why?
1) Introduction and Theoretical Framework
Modifying the environment to obtain safer and more comfortable shelter was one of the
earliest organised activities of mankind. Human cultural evolution is marked by an increasing ability
to build microenvironments according to current aesthetic, religious and economic conventions. These
buildings have become more impressive over time, but also increasingly destructive to the surrounding
environment. Moreover, since the industrial revolution the man-made environment has become the
most important surrounding for the majority of mankind in developed countries; humans have mutated
into an indoor species, spending on average eighty percent of their time indoors.1
Architects have driven this mutation; they traditionally saw their buildings as a piece of art on
show in a settlement, and therefore buildings were conceived a product to be deposited on a site
regardless of that site’s particular environment or qualities;2 land is seen as a static backdrop.3 Le
Corbusier foresaw a new industrial aesthetic that would free design from the constraints of the natural
world. He conceptualised a global architecture shaped by the spirit of mass production; he saw
architecture as ‘a human operation directed against nature’, buildings as ‘a machine for living in’, and
prophesised that in the future there would be ‘one single building for all nations and climates’. 4 Even
the attempts of I.L. McHarg in the 1960s, in his book Design with Nature, to be ecologically sensitive
were anthropocentric in the extreme. He saw ‘design with nature’ as examining the place of nature in
man’s world and asking the question how humanity can ‘best trap reap the world’s glorious bounty’.5
In many ways the present world is Le Corbusier's world; ‘from Rangoon to Reykjavik one-
size-fits-all buildings employ the engineer's aesthetic to overcome the rules of the natural world’. 6
Architects mediate the boundary between people and nature; buildings and grounds are either
responsive to place, engaging people and materials with the natural world, or they exist in isolation to
their surroundings. The latter is the industrial norm; for example many architects today ignore the sun
to heat or illuminate buildings. In homes, cities, and workplaces there is therefore, a distinct
disconnection between culture and nature.7
1
P.A. Machado, ‘A Human Ecological Approach to the Evaluation of Man-Made Environments’, in W.F.E.
Preiser, ‘Building Evaluation’, (New York, 1989), p.136.
2
S. Roaf, M. Fuentes and S. Thomas, Eco House: A Design Guide, (Oxford, 2001), p.1.
3
W. McDonough and M., Braungart, A New Geography of Hope: Landscape, Design and the Renewal the
Ecological Intelligence, accessed at www.mcdonough.com on 3rd November 2003.
4
Roaf et al, Eco House, p.15, and W. McDonough, Buildings Like Trees, Cities Like Forests, (2002), accessed at
www.mcdonough.com on 3rd November 2003.
5
I.L. McHarg, Design with Nature, (Philadelphia, 1967), p.1.
6
McDonough, Buildings Like Trees, Cities Like Forests.
7
McDonough and Braungart, A New Geography of Hope.
There has however, since the 1970s, been a movement of change; it was necessitated by the
surge in world oil prices and the rise of environmental conscience, as well as the realisation that
buildings conceived as mass-produced machines impoverish cultural diversity and leave their
inhabitants alienated from nature. Le Corbusier’s conception is in direct opposition to the idea of eco
architecture. This movement does not conceive as an inanimate object that can be turned off and
operated at the whim of its operator. On the contrary buildings must involve the complex interaction
of the people, humans and the environment, of which the driving force is the climate and weather –
something which cannot be turned off or controlled.
Eco architecture, in contrast to more traditional concepts outlined above, sees buildings as part
of a living habitat. Human ecology looks at where humans exist and the interactions between them and
their surroundings. The two main questions raised in eco architecture are (1) how does a man-built
microenvironment fit into the natural environment, and (2) how does man interact with the built
environment?
It is through this theoretical framework that I will look at the implementation of a zero waste
project in residences on Howard College Campus. The first part of this paper will look at the example
of the construction Pius Langa residence and will discuss what measures where taken to mitigate its
environmental impact. The second section will examine the manner in which students interact with the
student residences, looking at the case studies of Anglo Cluster and Albert Luthuli (Towers)
residences.
2) Methodology
2.1) Literature Review
There is a vast amount of literature in books, periodical articles and internet sites that cover
the issues of eco architecture. The information is of varying quality, practicality and applicability and
therefore I have attempted to critically engage with it in the context of the issues that effect student
residences.
2.2) Participant Observation
As a resident on Howard College Campus I am immersed in the life of students in the

residences, and have an understanding of waste issues. This understanding is more profound than
could be obtained by, for example, a questionnaire or an interview. Potential problems with participant
observation as a data-gathering methodology are the increased threat to the objectivity, unsystematic
gathering of data, reliance on subjective measurement, and possible distortion of the observed
behaviour.
2.3) Student Questionnaire
This was intended to confirm and supplement the findings of my participant observation. 1 It
was particularly important because as a student living in residence I bring assumptions and prejudices
from my own experiences. The questionnaire is an opportunity to understand the experiences, attitudes
and behaviour of other students and also to gain qualitative data for analysis.
I did not have the time or resources to gain full coverage of the student population living in
residences. I picked two very different residences to undertake my research in; Albert Luthuli is a
demographically more typical residence with a predominately undergraduate African population,
whereas Anglo Cluster is demographically untypical with a large proportion of international
postgraduate students. It can be seen from the questionnaire that whereas 85% of residents from
Towers were South African, 80% of residents in Cluster were international students.
This would enable me to analyse the contrasting behaviour and attitudes between the two
contrasting populations. These populations were therefore not chosen to give a truly representative
sample of the population in residence, but to encompass a broad range of people, behaviours and
attitudes. I chose a sample of thirty people to answer my questionnaires – ten from Anglo Cluster
block C (mixed), ten from Towers C2 (a female floor) and ten from Towers C4 (a male floor). This
sample was chosen by simple random sampling in order to give each element in the population has an
equal probability of being selected.
These interviews were particularly important to gain an understanding of the university’s

attitude towards waste in residences.2 I interviewed Sifiso Dludla, Director of Student Housing at
Howard College Campus, and several members of the Durban Campus Environmental Committee
(DCEC) to understand the attitudes and policies of the university. Furthermore I interviewed those
staff in the School of Architecture with a particular interest in eco-architecture in order to gain an
understanding of the residences’ designs and the practicality of applying waste reducing technologies
to these buildings. This was a useful supplement to a literature review.
2.5) Appliance Audit
1
For an example of the questionnaire see Appendix B, p.24. .
2
For a full list of interviewees see ‘Resources’ section on p. 20.
It is important to understand what waste producing appliances are present in the residences.
This was achieved through a combination of observation, consulting architectural plans and questions
posed to residents in the questionnaire.
3) Problems and Limitations
The time and resources available were a major limitation to the scope of this report. The
student resident population is large and diverse, with a population of several thousand people, with a
kaleidoscopic range of backgrounds and interests. This project was a significant portion of a master’s
module course but I felt that this project had the potential, with more time and energy, to be developed
into a much larger study. As outlined above the sampling techniques used in this project were not
designed to provide a representative sample of the population in residence. Nevertheless I do feel that
this project has uncovered a wide range of issues surrounding student behaviour and attitudes.
A significant proportion of the expert and questionnaire interviewees were not native English
speakers but all interviews and questionnaires were conceived and performed in English. Although
this was the most accurate and time efficient way of conducting research it leaves room for difference
in understanding, especially with regard to the nuances and intimations surrounding particular words
and phrases. Furthermore, I only spoke to expert interviewees on one or two occasions; therefore I was
not able to build up a relationship of trust that would have been synergistic in this study.
Despite these problems and limitations I believe them when designing this study I took
reasonable steps to minimise and mitigate potential problems and limitations, and that this project
provides a broad and reliable analysis of issues surrounding environmental efficiency in student
residences.
4) Pius Langa Residence and the Durban Campus Environment Committee
The aerial photograph above from 1931 shows Howard College surrounded by pristine
grassland and a huge coastal forest. Its ecological value went unrecognised, and the campus and its
environs were developed to the point where they are now unrecognisable, but it wasn’t until 1981 that
a Campus Conservation Committee (later the DCEC) was formed. In 1996 the DCEC was faced what
Chairperson Julie Botha has described as ‘its first real challenge’, when it discovered that a new
student residence was to be built on a piece of self-generating forest on the eastern part of the campus
without environmental planning.1 The 1991 Howard College Guide Plan recommended that this
crescent shaped piece of land be developed into a new student residence, but the plan also
1
Durban Campus Environmetal Committee website, accessed at http://www.nu.ac.za/department/default.asp?
dept=conserveund on 10th November 2005.
acknowledged the importance of conserving land for wildlife habitats and as an ecological links with
other areas. Nevertheless, in order to maximise the development was planned with no regard for the
ecological value of the site.
The DCEC expressed general concern that the development didn’t appreciate the value of the
environment, and specific concern over the fate of the indigenous trees on the site. The DCEC lobbied
for the appointment of a consultant to carry out an Environmental Impact Assessment (EIA) ‘to
identify natural features and to recommend actions which would ameliorate impacts of the
development’.2 The EIA confirmed ‘the importance of the route along Princess Alice Avenue as an
environmental link between Pigeon Valley and the western Campus, as well as the importance of the
site as ‘a significant habitat in the urban context’, and an ‘irreplaceable area of self-generating forest’. 3
The area is characterised by superb species of climax forest trees such as Cryptocarya woodii (Cape
Quince), Margaritaria discoidea (Egossa Red Pear), Strychnos gerrardii (Gulagula) and Chaetacme
aristata (Thorny Elm), which are likely to be remnants of the original Stella Bush. The remaining semi
natural habitat is regenerating Coastal Forests. The area also supports fauna, the most significant of
which was fifteen roosting woodfinches which are rare in the Durban area.
The EIA concluded that this area should remain undeveloped, but the developers stood firm
indicating that it was impossible to make modifications to the site plans and still meet the required
deadlines. In line with the EIA suggestions and the policy statement that ‘the University is committed
to the preservation and conservation of the environment and the natural resources of the region’ an
underused parking lot was identified as a new site for the development which left the environmentally
sensitive areas intact, integrated the development into the indigenous open space system and preserved
a habitat corridor across the zone.4
The DCEC regard this as a resounding success; they describe the new residence as a landmark
in environmentally-friendly development which epitomised a completely new mind set. Peter
Wilkinson concluded that ‘ultimately it can be said that the process was a positive one, resulting in a
win-win situation for both the University and environmental lobby’. 5 To an extent this is
understandable; the DCEC reached a compromise with the developers and changed University policies
on future developments. All the environmentally-sensitive areas were left intact and the important
trees within the actual building area were saved. An Open Space System was proposed by the DCEC to
2
P. Wilkinson, ‘Environmental Impact: University of Natal Durban’, Journal of KwaZulu-Natal Institute for
Architect 3:23, (1998), p.1.
3
R. Boon, quoted in Ibid.
4
Roberts, D., Cooke, J., Osbome, R. and Preston-Whyte R., The University of Natal
Environmental Policy, accessed at www.nu.ac.za on 28th October 2005
5
Durban Campus Environmental Committee website, accessed at www.nu.ac.za on 10th November 2005 and
Wilkinson, ‘Environmental Impact: University of Natal Durban’, p.1.
overlay on the Guide Plan which had been drawn up in 1991, and policy documents now include a
requirement for an EIA to be conducted prior to future developments.
Although the Pius Langa development is a little better than the original plans, and better than
other residences previously built on campus, it certainly does not embody the more radical ideas of
eco architecture. Richard Rodgers stated in the Reith Lecture that ‘half of all energy derived from
fossil fuels is consumed by buildings. Long term running costs far outweigh the original capital outlay
on constructing a building, and yet that is what we (society) tend to focus on… The challenge for
architects is to develop buildings that incorporate sustainable technologies, and so reduce their
pollution and running costs’.6 To date however the concept of sustainable development has remained
abstract and has not been implemented in the design of university buildings. In the context Derek Van
Heerden referred to the Pius Langa building as a joke. 7 As McDonough’s has suggested, it is not
enough simply to be benign or less bad, buildings must be positive, vital and good. 8 This is
particularly true at an institution such as UKZN, which has should use its resources to explore what is
possible in eco architecture and set an example to others. Moreover, Ron Uken said that he got the
impression that the developers have and continue to initially propose extreme environmentally
devastating plans in the hope that when a compromise is reached with the environmental lobby they
still have a viable mandate, which could nevertheless be presented as a positive for both sides.9
The case study reveals the limited mandate and scope of the DCEC. They have a certain
amount of support from the upper echelons of the university, demonstrated by their ability to alter the
plans for the new residence or the R1.25 million awarded recently to ‘beautify’ the Westville campus.
Nevertheless the areas of concern for the DCEC reflect the areas of interest of their members.
Therefore although there have been giant strides on campus over the past fifteen years, these
improvements have reflected the committees interests in recycling, botany, wildlife and the
conservancy, while ignoring other important areas. I would therefore suggest that it would be positive
to the dynamic of the DCEC if its membership were diversified to encompass broader environmental
concerns. These members need not be staff; students and even other interested parties such as local
residents would be able to have a positive influence.
6
R. Rodgers, 2nd Reith Lecture (1995) quoted in ‘Refocus, Sustainable Building’, Refocus Magazine,
(March/April 2005).
7
Prof. Derek van Heerden, former member on the subcommittee discussed the building of Pius Langa
Residence, practicing architect with an interest in sustainability and ecological design, and Professor at the
School of Architecture, UKZN. The interview took place on 1st November 2005.
8
W. McDonough, 21st Century Design, (2004) accessed at www.mcdonough.com on 3rd November 2005.
9
Dr. Ron Uken, Vice-Chairman of Durban Campus Environmental Committee. The interview took place on 3rd
November 2005.
Gibberd’s Sustainable Building Assessment Tool (SBAT) and McDonough’s conceptions of

ecological architecture would be useful to consider before the planning of residences on campus. 10
Gibberd has attempted to translate the concept of sustainable development into simple practical steps
that can be implemented into the South African building and construction industries using the
framework of the SBAT. It also includes an approach to working with buildings throughout their
lifetimes. McDonough’s conception sees a healthy and creatively interactive relationship between
human settlements and the natural world as crucial to future developments. He suggests that when
designers employ the intelligence of natural systems, such as the effectiveness of nutrient cycling and
the abundance of the sun's energy, they will create buildings (as well as products, industrial systems,
and even regional plans) that allow nature and commerce to fruitfully co-exist.
5) The interaction of students with the built environment of Anglo Cluster and Albert Luthuli
Residences
The first step in reducing waste must be to understand flows of waste. I began this study by talking to
and observing the behaviour of student residents. I divided the residences into salient areas which then
investigated in more detail; these areas are the bedroom, kitchen, communal spaces, bathroom and
laundry room. From the initial participant observation I was able gain an understanding of the waste
flows from these residences and the diagrammatic representation of these waste flows can be seen
below.1
This part of the study will ask the following questions:-
• To what extent is this waste flow diagram formed through participant observation a fair
reflection of the actual situation in residences?
• Why is this waste being produced? Is it the consequence of student behaviour or
University policies?
• How can this waste be reduced or eliminated? Will this reduction or elimination best be
achieved by changing the attitudes and behaviour of students, or by altering the attitudes and
policies of University authorities?
10
See www.buildnet.co.za and www.mcdonough.com for further details.
1
It must be noted that this study will not take an in depth look at certain aspects of the residence which are
covered by other students’ research projects. These areas include waste (Christian), sanitation (Steve) and
maintenance (James and Xing).
5.1) Bedroom
At the outset of this study, when I was conceiving the waste flow diagram I was under the
misconception that a major area of waste in the bedroom would be space. Nevertheless the
questionnaire results suggested that this was not such an issue. No one questioned ‘always’, and only
3% of respondents ‘sometimes’ had a squatter in their bedrooms. 2 97% of residents questioned seldom
or never had another person staying in their room. Nevertheless a 13% of students said that they would
‘maybe’ consider sharing a bedroom if rent was halved. There is therefore a case for the university
housing authorities to set aside a small number of rooms at reduced rate for double occupancy.
The main inefficiency in bedrooms is electrical appliances, which tend to be older, cheaper to
purchase, energy inefficient models. A large number of residents questioned have appliances in their
bedrooms; 43% had fridges, 23% had televisions, 37% had computers, 53% had Hi-Fis and 20% had
electrical heaters. There are simple steps that can be taken to improve the efficiency of many of these
appliances, and there are also several relatively straightforward interventions that would reduce the
need for them.
5.2) Computers
Most of the time personal computers are on, they are not actively in use and 30 to 40 percent
are left running at night and on weekends.3 Power management features are therefore important for
saving energy. New energy efficient models of computer use 70% less electricity than models without
enabled power management features, and a new energy efficient monitor uses up to 60% less
electricity than standard models.4 If left inactive, energy efficient computers enter a low-power mode
and use 15 watts or less. New chip technologies make power management features more reliable,
dependable, and user-friendly than a few years ago. Spending a large portion of time in low-power
also helps equipment run cooler and last longer. A great deal of energy could be saved if the
University were to insist upon residents installing these features in their computers.
5.3) Fridges
Modern efficient refrigerator models use high efficiency compressors, improved insulation,
more precise temperature and defrost mechanisms to improve energy efficiency, and non-CFC
refrigerants. By replacing an older fridge with a more modern and efficient model could reduce you
electrical usage by 50 KWH per month.5 These models are however much more expensive to purchase
2
Numerical and graphical representations of questionnaire results can be seen in Appendix C on p.25 and
Appendix D on p.27.
3
Teichert, K. ‘Brown Is Green Program at Brown University: Electrical Efficiency’, (1996) accessed at
http://www.brown.edu/Departments/Brown_Is_Green on 1st November 2005.
4
Energy Star, accessed at www.energystar.gov on 1st November 2005.
5
Ibid.
than older, less efficient models. There are easy cost free steps that can be taken to improve the
performance of older fridges. They should be positioned away from heat sources such as an ovens, a
dishwashers, or direct sunlight from a window; to allow air to circulate around the condenser coils,
leave a space between the wall or cabinets and the refrigerator or freezer and keep the coils clean;
make sure the door seals are airtight; keep refrigerators between 35 and 38 degrees and freezers at 0
degrees Fahrenheit; and minimise the amount of time the refrigerator door is open.
Although at present communal fridges are very full, energy could be saved by providing more
communal fridges in kitchens and reducing the need for personal appliances. Another possibility
would be for the university to institute a bulk buying programme. They could negotiate lower prices
with manufacturers and pass these on to the residents, or they could even subsidise the cost of
purchasing these fridges in anticipation of the energy savings they would realise in the future.
5.4) Kitchen
There is a particular problem in the kitchen of Anglo Cluster Block C. The cooker doesn’t
function properly and at any one time only one or two hotplates are able to become hot enough to cook
upon effectively. In fact, whereas 70% of Cluster residents questioned said that they found the cooker
either ‘difficult’ or ‘very difficult’ to operate, compared to 0% of Towers residents. The normal
approach to cooking is to switch on all four hotplates to maximum heat and see which one warm up.
This therefore results in a large amount of wasted energy, which could be easily solved if the cooker
was repaired or replaced.
It has also been noted that the vast majority of students – especially those in Cluster and
Tower males – tend to cook alone. Whereas only 30% of female residents cooked alone in the Tower
sample, 90% of Tower males and 70% of Cluster residents cooked on their own. This leads to a lot
more energy use than if students were to cook together, in groups of three or four for example. It was
interesting to note that in the Tower girls tended to cook together more than their male counterparts. I
would suggest that through encouraging males and females to interact more, perhaps by removing the
gender segregation policy in Towers, more male students could be encouraged to cook communally.
77% of students questioned travelled over 5km to buy food, and 100% travelled over 2.5km.
This leads to a number of inefficiencies. Firstly if a shop were available close people would spend less
time, money and energy to buy their groceries. Secondly, if the shops were situated within a short
walking distance of the residences people would tend to shop more often and therefore store less in
fridges and freezers. A shop on or close to campus would also provide a sustainable means of
economically and socially integrating the university and Cato Manor populations. As Gibberd argues
sustainable development is not only a matter of making buildings sustainable as possible; they also
need to support the development of sustainable economic, social and environmental systems around
them.6
5.5) Communal Spaces – Hallways, Dining Room, and Outside
An incredible amount of energy and money is wasted by the fact that lights are always switched
on in communal areas. In the bathroom, kitchen, dining room, hallways and outside, regardless of
whether it is night or day both residences are incandescent. In some situations outside and in the
hallways lights are not needed at all and the absence of these lights would not materially alter the
safety of the residence.
In the majority of cases – such as during the kitchen, dining room hallways and some
situations outside, the lights are only needed during the night when the spaces are in use. In the
bathroom and toilets the lights are needed regardless of the time of day whenever the spaces are in use.
The residences do however use compact fluorescent light bulbs, which consume 66% less energy than
a standard incandescent bulb and last up to ten times longer.7
I would therefore make the following suggestions to increase the efficiency of lighting in the student
residences.
• The removal of light bulbs from those fittings, which are deemed not useful.
• A designated member of the university staff or student switches off the lights in areas such as
the kitchen, dining room and hallways at dawn.
• Signs are placed next to light fittings in the bathrooms and toilets informing the residents of
the positive impact of reducing energy consumption and asking them to switch the lights off
when they leave. 96% of students said that they ‘never’ or ‘seldom’ switched off bathroom
lights after use, but when I asked why most admitted that because the lights are always on
they didn’t really think about switching them off.
• Another idea that would be an alternative to previous two suggestions would be to install
movement sensors. This would be more expensive but could perhaps be paid for by savings
resulting from the abovementioned suggestions. Similarly timing sensors could be installed in
the kitchen, dining room and hallways to ensure that these lights are not on during daylight
hours.
6
J. Gibberd, ‘The Sustainable building Assessment Tool: Assessing How Buildings can Support Sustainability in
Developing Countries’, http://www.buildnet.co.za/akani/2002/nov/gibberd_sandton.pdf (2002).
7
5.6) Bathroom
There are no plugs provided in the bathroom or kitchen sinks in both residences; this leads to
wasted water and can be easily addressed by installing plugs. Another area of inefficiency is the toilet
paper dispenser, which are models, which are loaded with folded paper. They are difficult to use and
often result in lots of paper being spilt on the floor and going unused. Fitting dispensers, which use
toilet rolls, could easily reduce this waste.
5.7) Laundry room
The major energy inefficiency in the laundry is the free clothes dryers. Clothes dryers
epitomise the alienation of residents from the natural environment. Durban does not lack sun in which
to dry clothes, the Cluster and Tower Residents are surrounded by an abundance of space which could
be utilised for drying clothes, and yet students insist upon using an energy-guzzling machine to do this
job. 85% of students questioned always used the dryers and only 6% used them seldom or never.
The problems differ between residences. The Cluster has courtyards with racks where clothes
can be dried relatively safely, but the Towers have no such area. The use of clothes dryers in Anglo
Cluster could be reduced either by removing them altogether or alternatively by introducing to a
prohibitive charge. In the Towers I would propose that an area was set aside for naturally drying
clothes, and that this was coupled with either removing the machines altogether or introducing a
prohibitive service charge. My research suggests that a charge of R5 would reduce use of the clothes
dryer by 82%, and R10 would reduce use by 96%.
At the outset of this project I wondered whether free washing machines encouraged students
to wash their clothes more than necessary and whether a prohibitive charge would reduce the use. My
research showed however that only 6% of residents washed their clothes more than once a week and
that the majority washed their clothes every two weeks or more. It therefore appears that residents are
not misusing the free facility and that there is not an overwhelming case for introducing a prohibitive
charge.
The washing machines provided in the residence are old inefficient top loading models. Side
loading machines use 50-70% of the water and less energy.8 Through improved design and system
features, efficient washing machines reduce energy use by fifty percent and use 18-25 gallons of water
per load, compared to the 40 gallons used by a standard machine. Moreover, well-designed washing
machines extract more water from clothes during the spin cycle which reduces the drying time and
saves energy and wear and tear on your clothes. Furthermore, the washing machines are large
8
Roaf et al, Eco House, p.177.
industrial models and consequently students wash non-full loads, which is both energy and water
inefficient. This problem could be solved by introducing a charge to use the washing machine which
would force students to think about whether or not they really needed to wash their clothes. The
questionnaire also revealed that 53% of residents use medium heat as opposed to cold wash. It would
be relatively easy to modify the machines so that the only option was to wash clothes in cold water.
This would significantly reduce energy consumption while not materially affecting the performance of
the washing machines.
6) Renewable Energy
The Towers residence utilises solar energy for between eighty and ninety per cent of its hot
water needs. There is a case for fitting such technologies in other residences in order to take advantage
of the climate of Durban. Although areas inland would be better due to the lower cloud cover, Durban
receives enough solar radiation to make such a project feasible. 1 Technologies such as photovoltaics
(PV) and solar thermal are becoming more and more accessible both economically and in terms of
ease of use. Solar systems are scalable – you can start small and expand them pretty easily.
Nevertheless solar technology still remains expensive at about $6-8 per Watt installed.2 Moreover
Professor Van Heerden also questioned the ecological value of PV. He suggested that it takes far more
energy to produce them than can ever be recovered, and therefore until solar energy can be utilised to
produce PV panels then it does not make sense to use them. I have not however seen these criticisms
written anywhere and therefore cannot corroborate these claims, but I would suggest that the
university undertake a feasibility study to evaluate the potential exploitation of solar energy.
The possibility of utilising wind power was also mentioned at various times in our seminars
over the past semester. There is the possibility that such a scheme would be feasible on the site of
Howard College Campus. South Africa has an abundance of wind resources and several successful
wind power projects in the Western Cape. 3 Using annual mean wind speeds in excess of 4 ms -1 as a
threshold we can see that Port Shepstone (5,1) and Cape St Lucia (6,6) have sufficient wind, and by
looking at the ‘Wind Map’ of South Africa that Durban also appears to be a site abundant in wind
resources.4 I would therefore propose that the Univerity undertakes a feasibility study into the potential
1
D. Banks and K. Steele, ‘Resource and Technology Assessment’, accessed at www.rapsconsulting.co.za on 15th
November 2005. Also see Appendix A on p.23 for Solar Radiation Maps
2
S. Russell, ‘Making $ense of Solar Electric System Costs’ accessed at http://www.homepower.com on 2nd
November 2005.
3
‘SA Wind Power: Not Just a Breeze’, (14th July 2004) accessed at www.southafrica.info on 15th November
2005.
4
E.J. Odendal, ‘Design, Construction and Testing of a Small Wind Generator with Electronic Controller for
Domestic Use’, accessed at www.ctech.ac.za on 15th November 2005, and Banks and Steele, ‘Resource and
Technology Assessment’. Also see Wind Maps in Appendix A on p.23.
use of wind energy. It is possible that the University would receive support from the Government for
any such scheme.5
7) Student Residents’ Attitudes
There appears to be a disturbingly wide gap between the behaviour of residents on the one
hand and the realisation of how inefficient their behaviour is on the other. This can be seen in the fact
that despite the many inefficiencies noted above, 63% of residents questioned perceived their life in
residence to be either ‘very’ or ‘quite’ environmentally friendly. This gap was especially marked
among the South African residents; only 15% of these residents perceived their lives as ‘not very’ or
‘not at all’ environmentally friendly compared with 60% of international student residents.
These results suggest that levels of awareness about efficient living are lowest among South
Africans residents. The students of UKZN will go on to be the next generation of leaders in the
province and country; it is therefore particularly disappointing to observe the levels of awareness, the
attitudes and the behaviour. The causes of this are deeply rooted but there are several relatively simple
interventions which could be implemented at University level in order to raise awareness and change
behaviour in a manner that will reduce waste in residences. These include having a compulsory
lecture, course or workshop with an engaging character such as Muna Lakhani for all first year
students about waste, as well as the wider issues of environmental concerns. Also distributing leaflets,
booklets or posters which demonstrate how residents’ behaviour damages the environment and how
they can be improved would be useful. The aim would be to make environmentally friendly, energy
efficient behaviour second nature to residents.
8) University Policies
It is acknowledged by the members of the DCEC and it is clear from the policy statements of
the University that over the past fifteen years there has been great improvements in the attitude of the
authorities to environmental issues. This can be seen, for example, in the adoption of the University’s
Environmental Principles and the creation of an Urban Conservancy on the Howard College Campus.
There are still recent and relevant positive changes such as the creation of such as the creation of a
committee to look at issues of energy efficiency on campus. This is something that is in its infancy but
which has a major focus on the student residences, and which, if it positively embraced, is very well
placed to reduce waste in this sphere.
5
‘New official publications in South Africa blow in a wind energy future’, Press Release of World Wind Energy
Conference, Cape Town, (23rd to 26th November 2003) accessed at www.sbs.co.za on 15th November 2005.
This committee has formulated an energy efficiency policy for the whole of campus. The aim
of this policy framework is that UKZN ‘is committed to responsible energy management and will
endeavour to promote energy efficiency throughout our Institution wherever it is cost effective to do
so.’1 This policy is naturally driven by a desire to save money, but it does provide room for the
institution of several plans that I have outlined above. The desire ‘to reduce expenditure on energy by
investing in cost-effective plant and equipment upgrades that has a simple payback return’ suggests
that if it would prove cost efficient to subsidise the cost of energy efficient appliances in residents the
University would be willing to do so. Making use of renewable energy resources as outlined above is
made more possible by the University’s stated desire to ‘reduce pollution, particularly CO2 emissions,
by exploring options to source energy from less greenhouse intensive sources’.2
The various plans and programmes suggested by the energy efficiency policy are a good basis
from which to start important changes and overlap with several recommendations contained in this
study. These include –
• Development of internal communications strategy to raise staff and student awareness of

energy use.
• Developing energy efficient purchasing policy equipment, including all equipment and/or
hardware related to the efficient generation and usage of hot water.
• Formulating a program of energy efficient upgrades including costs, payback periods and
timing of all work over a set period.
• Establishing an energy database that allows for collection, monitoring and reporting of all data
on energy consumption, energy costs, energy savings and key performance indicators, and acquiring
and supporting appropriate monitoring equipment and devices.3
Importantly the committee has suggested that the University allocate a proportion of the
financial savings resulting from the action plan to further energy efficiency projects. This policy
framework is a major step for improving energy efficiency in the student residences; it is crucial it is
properly implemented and that the continual improvements that it allows for actually happen. The
university’s drive for energy efficiency is started from a very low base level and that dramatic results
are possible.
9) Conclusion
1
All quotes from Vice Chancellor, University of KwaZulu-Natal Energy Management Policy, internal document
provided by Sifiso Dludla on 2nd November 2005.
2
Ibid.
3
Ibid.
There have been a number of improvements, especially in university policies relating to

residences on Howard College Campus, over the past fifteen years. The DCEC has made a number of
important contributions to this, saliently in the protection of flora and fauna during the construction of
Pius Langa Residence. Notwithstanding these minor successes, there is still a great deal of room to
reduce waste further, and it is vital that this is realised if the residences are to achieve zero waste. In
this project we must strive for a complete change of paradigm. In this light it is clear that concept of
sustainable development has remained abstract and has not been implemented in the design of
university residence buildings. It is however particularly important that universities embrace these
design ideas because of their potential to serve as effective role models of how large organisations can
reduce waste and conserve resources.
Waste is produced because of flaws in the university policies, as well student apathy and lack
of awareness. The first problem is reasonably easy to solve through the implementation of relatively
simple interventions by the university such as removing light bulbs from ineffective light fittings,
encouraging students to purchase more efficient electrical appliances and install power management
facilities on their computers. The creation of the energy efficiency committee, if it is utilised to its
potential, promises to bring about considerable reductions in energy consumption. The problem of
student apathy and awareness is much more complicated because it involves changing deeply
engrained attitudes and behaviour of students. Nevertheless it is vital to the implementation of
effective and sustainable ecologically friendly policies in student residences. At present we are a long
way from being in the ideal situation where student residents are the driving force behind such
policies. Raising awareness and changing behaviour must however be a long term issue. The
university can make a number of interventions but environmental awareness must be started at a
young age by parents and schoolteachers so that it is second nature by the time that students attend
university.
10) Resources
Prof. Walter Peters, member of Durban Campus Environmental Committee, with responsibility for Built
Environment and Development and Professor at the School of Architecture, UKZN. The interview took
place on 28th October 2005.
Prof. Derek van Heerden, former member on the subcommittee discussed the building of Pius Langa Residence,
practicing architect with an interest in sustainability and ecological design, and Professor at the School of
Architecture, UKZN. The interview took place on 1st November 2005.
Sifiso Dludla, Director of Student Housing, Howard College Campus, UKZN. The interview took place on 2nd
November 2005.
Dr. Ron Uken, Vice-Chairman of Durban Campus Environmental Committee. The interview took place on 3rd
November 2005.
Prof. Michelle McLean, member of Durban Campus Environmental Committee, with responsibility for
Recycling and Waste Disposal. The interview took place on 3rd November 2005.
James Trinder, Director of Administration at Howard College Campus (retired). Email received 5th November
2005.
10.2) Architectural Plans
All architectural plans are stored in the Barrie Beirman Library in the Shepstone Building.
Albert Luthuli (‘Towers’) Residence
Anglo-American Cluster
Pius Langa Residence
10.3) University Documents
Roberts, D., Cooke, J., Osbome, R. and Preston-Whyte R., The University of Natal Environmental Policy,
accessed at www.nu.ac.za on 28th October 2005.
Vice Chancellor, University of KwaZulu-Natal Energy Management Policy, internal document provided by
Sifiso Dludla on 2nd November 2005.
10.4) Books and Chapters of Books
Machado, P.A., ‘A Human Ecological Approach to the Evaluation of Man-Made Environments’, in Preiser,
W.F.E. (ed.), ‘Building Evaluation’, (New York, 1989).
McHarg, I.L., Design with Nature, (Philadelphia, 1967).
Roaf, S., Fuentes M. and S., Thomas, Eco House: A Design Guide, (Oxford, 2001).
10.5) Periodical Articles
P. Wilkinson, ‘Environmental Impact: University of Natal Durban’, Journal of KwaZulu-Natal Institute for
Architect 3:23, (1998), 1-5.
10.6) Internet Resources
‘New official publications in South Africa blow in a wind energy future’, Press Release of World Wind Energy
Conference, Cape Town, (23rd to 26th November 2003) accessed at www.sbs.co.za on 15th November
2005.
‘SA Wind Power: Not Just a Breeze’, (14th July 2004) accessed at www.southafrica.info on 15th November
2005.
Banks D., and Steele, K., ‘Resource and Technology Assessment’, accessed at www.rapsconsulting.co.za on
15th November 2005.
Durban Campus Environmental Committee website, accessed at http://www.nu.ac.za on 10th November 2005.
Gibberd, J., ‘The Sustainable building Assessment Tool: Assessing How Buildings can Support Sustainability in
Developing Countries’, (2002), accessed at http://www.buildnet.co.za/akani/2002/nov/gibberd_sandton.pdf
on 1st November 2005.
Gibberd, J., ‘South Africa, Sustainability and Building Performance in Education and Community, Buildings in
South Africa’, (2002) accessed at http://www.buildnet.co.za/akani/2002/nov/gibberd_hongkong.pdf on 1st
November 2005.
McDonough W., and Braungart M., A New Geography of Hope: Landscape, Design and the Renewal the
Ecological Intelligence, (2002) accessed at www.mcdonough.com on 3rd November 2005.
McDonough, W., Buildings Like Trees, Cities Like Forests, (2002), accessed at www.mcdonough.com on 3rd
November 2005.
McDonough, W., 21st Century Design, (2004) accessed at www.mcdonough.com on 3rd November 2005.
McDonough W., and Braungart, M., Cradle to Cradle Alternative, accessed at www.mcdonough.com on 3rd
November 2003.
Odendal, E.J., ‘Design, Construction and Testing of a Small Wind Generator with Electronic Controller for
Domestic Use’, accessed at www.ctech.ac.za on 15th November 2005.
Russell, S., ‘Making $ense of Solar Electric System Costs’ accessed at http://www.homepower.com on 2nd
November 2005.
Teichert, K. ‘Brown Is Green Program at Brown University: Electrical Efficiency’, (1996) accessed at
http://www.brown.edu/Departments/Brown_Is_Green on 1st November 2005.
11) Appendices
11.1) Appendix A – Wind and Solar Power Resource Maps
11.2) Appendix B – Questionnaire
11.3) Appendix C – Questionnaire Results (Numerical)
Zero Waste Project - Residences Questionnaire Results
Are you a South African or International student?

Residence South African International
Towers Male 8 2
Towers Female 9 1
Anglo Cluster 2 8
Total 19 11
How environmentally friendly do you perceive your life in res' to be?
Residence Very Quite Not very Not at all
Towers Male 2 7 1 0
Towers Female 4 4 2 0
Anglo Cluster 0 4 5 1
Total 6 15 8 1
Int' / S.A. Comparison Very Quite Not very Not at all
South African 30 55 15 0
International 0 40 50 10
11.4) Appendix D – Questionnaire Results (Graphical)
1b. How environmentally friendly do you percieve your life on res' to be?
60
50
40
% of residents
South African
30
International
20
10
Very Quite Not very Not at all

UKZN 2005 - Environmental History - Zero Waste Project

Enviado por

Dados do documento

Direitos autorais

Formatos disponíveis

Compartilhar este documento

Compartilhar ou incorporar documento

Opções de compartilhamento

Você considera este documento útil?

Este conteúdo é inapropriado?

Direitos autorais:

Formatos disponíveis

UKZN 2005 - Environmental History - Zero Waste Project

Enviado por

Direitos autorais:

Formatos disponíveis

UKZN, Howard College:

A Zero Waste Approach

UKZN, Howard College: A Zero Waste Approach – Contents

How Wasteful is the UKZN? A Zero Waste Approach - Contents......................................i

Introduction - by Elizabeth Lyburn......................................................................................1

Education, Sanitation and Sewage - by Steve Hubbard.....................................................14

Sanitation, Sewage, and Alternative Systems - by Steve Hubbard...................................14

Towards Sustainable Waste Management - by Christian Tetzel.......................................27

1.2)Student Questionnaire ............................................................................................................27

Contents Pages : (ii )

Towards a Sustainable Waste Management at Howard College - by Christian Tetzel...50

The Built Environment - by James Mardall and Xing Ye.................................................51

1)Landscaping – The Campus Garden – by Xing Ye.........................................................................51

The Built Environment - by James Mardall and Xing Ye.................................................51

The Built Environment - by James Mardall and Xing Ye.................................................60

1.4)Possible Solutions – From ‘Zero’ to ‘Hero’............................................................................66

Catering and Student Perceptions - by Friederike Moeller...............................................67

Contents Pages : (iii )

Catering and Student Perceptions - by Friederike Moeller...............................................90

Procurement Policies and Principles - by Katie Maasdorp...............................................93

1)Context and Background ................................................................................................................93

Procurement Policies and Principles – by Katie Maasdorp...............................................95

Contents Pages : (iv )

Transport Options – by Rob Tyrell...................................................................................111

Residences and the DCEC – by Jon Kennedy...................................................................113

Residences and the DCEC – by Jon Kennedy...................................................................126

1)Introduction and Theoretical Framework......................................................................................126

Residences and the DCEC – by Jon Kennedy...................................................................128

2.5)Appliance Audit ....................................................................................................................128

Contents Pages : (vi )

Introduction - by Elizabeth Lyburn

This will be followed by a section outlining the general methodological approach

We often forget that all education is environmental education – by what we include or

1.1) Waste: Mind over matter?

The National Aeronautics and Space Administration (NASA) responded to this in

1.2) Philosophies? Sustainable Development, Permaculture and One World

The definition of sustainable development as proposed in the Brundtland report,

Hamilton advocates “down-shifting”; basically the conscious (cynically we might

Writing about challenges faced by the Durban Campus Environmental Committee

Whether or not Permaculture is considered a philosophy, it could be said to function

1.3) Zero Waste

Explaining permaculture as a design system, Mollison notes that it

 Highest and best use

The importance of formal education in shaping the attitudes and understanding

Of course, commitment to sustainable development generally does not necessary

1.5) Zero Waste AT UKZN?

2.1) Literature review

Background information on individual topics was compiled by all team members,

2.2) Quantitative methods

2.3) Qualitative methods

Semi-structured interviews were conducted with members of the relevant University

A particularly daunting hurdle encountered when attempting to approach university

2.5) Case Studies

3) Works Cited in this Section

Education, Sanitation and Sewage - by Steve Hubbard

2) Environmental Alienation/Realism: A Call for Better Environmental Education

3) Overview of Student Questionnaire

4) Retrofitting Campus Restrooms to Reduce Water and Energy Consumption

4.1) Urine Diversion Toilets:

Urine contains great amounts of nitrogen, phosphorous and potassium that

4.2) The Waterless Urinal:

4.3) Sensor Operated Equipment:

Based on a comparison of both manual and sensor-operated faucets that

4.4) Simplistic Sources of Water Conservation: