As we progress towards the successful culmination of the program, and after distributing prizes amongst the students, now we need to do the challenging task of School-level evaluation. Throughout this program which spanned over eight weeks, with students spending roughly two-hours per week, students attended live sessions, went on field visits to see the solid waste management operations and were further guided to learn five key skills through different activities.
a. Critical thinking based on Assignment writing
b. Creativity based on Poster creation, storytelling, slogan, doodle
c. Digital Skills based on learning and creating PowerPoint presentations
d. Taking Initiative – Personal or team-based sustainability activities in their neighbourhood
e. Public Speaking: Students presented their PPT, told a story, explained their poster in front of an audience.
So, in collaboration with the Nodal Teachers and the Mentors, we worked out a school evaluation criterion out of 100 marks. And designed a google form for filling details. However, the nodal teachers were given an option to either fill in this form along with the mentors or share a hard copy. Teachers also shared relevant pictures and short videos which I am in the process of compiling into short videos and presentations. We constituted a central district committee with the District Nodal Teacher, Ms Preeti Bansal in charge assisted by the officials of the Clean India Mission.
For an objective evaluation, the break-up of marks is as follows.
I. Overall School Assessment of the Students' Work: 30
Based on the number of students who submitted the work. The district team to independently assess the quality check based on the submissions shared in the group. All the submissions have been uploaded on Google Drive and shared on this website under the heading Students work.
a. Assignments 10
i. Number of students who submitted the assignment
ii. Quality of work especially, critical thinking skills
b. Posters/Stories 10
i. Number of students who submitted this creative work
ii. Quality of work especially, creativity and the effectiveness of the message conveyed.
c. Presentations and Public Speaking 10
i. Number of students who participated in making presentations and in public speaking. Please record separately
ii. Quality of work –the enthusiasm of participation and the effectiveness of the message conveyed (the teachers and the mentors must also comment)
II. Community Outreach and Innovation: 20
a. The nodal teacher and mentors must summarise (not more than one page) specific examples of fieldwork done by the students at their homes, neighbourhood and school during the program and the effectiveness of the work done.
b. Give specific examples of any innovative and creative solutions worked by the students to waste management problems.
III. School norms: 40
a. Is the school following waste segregation at source? 10
i. Do we segregate wet and dry waste?
ii. Are we using colour-coded dustbins? Green for wet and organic waste and Blue for Dry waste, which includes paper, cardboard, plastics, glass and other non- biodegradable material
iii. Do we keep the hazardous waste from the laboratories separate? (if not applicable, say NA)
iv. Do we keep the sanitary waste separate?
b. Does the school have a facility for disposing of sanitary waste on-site? 10
i. Do we have an incinerator installed for sanitary waste? If yes, when was it established?
ii. Is the incinerator in working condition? If not, since when?
iii. Did the school ever use the incinerator for disposing of sanitary waste? If yes, then for how long?
iv. Is the school still using the incinerator?
v. Comment on student and school's experience on use of incinerator
c. School's horticulture efforts/green belt given the availability of space: 10
i. Does the school maintain a greenery? In brief, tell us about it – Roughly, how many trees, shrubs, pots, garden area, etc
ii. Do you see further potential in the school to extend its green belt in terms of area, planting more trees, garden plants or potted plants?
iii. Who does the gardening job of watering plants and maintenance? Gardener? Students? Teachers? Inhouse Staff?
iv. Has this program given the school some knowledge and inspiration to extend its greenery? If yes, please write briefly if any specific effort is planned soon.
d. School doing in-situ wet waste and horticulture waste composting: 10
i. Does the school maintain a compost pit? If yes, what do they put in the pit – garden waste, wet waste or both? If not, please share your concerns – Is it a lack of space, knowledge, or initiative?
ii. Please express the school's experience on compost pits if you are composting waste and your views if you are not doing it and if you intend to do it shortly.
IV. Benefits derived from the program: 10
Please give specific examples and anecdotes on how the program has positively impacted students and the school.
I am eagerly waiting for the compiled result within the next 110-15 days.
Very good