Content Page
Chapter 1: Introduction
1.1 Choice of Topic ………………………………………………………………… 4
1.2 Current Situation of Food Wastage in Singapore …………………………. 4-6
1.3 Impacts of Food Wastage ……………………………………………………. 7-8
1.3.1 Financial Implications
1.3.2 Environmental Degradation
Chapter 2: Project Outline
2.1 Choice of Target Group ……………………………………………………… 9-10
2.2 Causes of Food Wastage Amongst Students …………………………….. 10-12
2.2.1 Students’ perception that individual food wastage is not significant
2.2.2 Method of serving food in canteens
2.2.3 Disconnect from food production process
2.3 Overview of Proposed Approach ………………………………………….. 13
Chapter 3: Say Yes to Less Campaign
3.1 Aim of Say Yes to Less Campaign …………………………………………. 14
3.2 Component 1: Bin Me Not …………………………………………………… 14-19
3.2.1 Feasibility and Effectiveness of Bin Me Not
3.3 Component 2: Serves You Right ……………………………………………. 19-21
3.3.1 Portion Sizes
3.3.2 Feasibility and Effectiveness of Serves You Right
3.4 Limitations of Say Yes to Less ……………………………………………… 22
Chapter 4: Grow it Yourself
4.1 Aim of Grow it Yourself ………………………………………………………. 23
4.2 Component 1: Gardening …………………………………………………….. 23-33
4.2.1 Feature A: School-Based Community Gardening
4.2.2 Feasibility and Effectiveness of School-Based Community Gardening
4.2.3 Feature B: Grow It Yourself Observation Log
4.2.4 Feasibility and Effectiveness of Observation Log
4.3 Component 2: Cooking …………………………………………………………. 33-34
4.3.1 Feature: Cooking From Scratch
4.3.2 Feasibility and Effectiveness of Cooking From Scratch
4.4 Limitations of Grow It Yourself ………………………………………………… 35
Chapter 5: Conclusion
5.1 Strengths ……………………………………………………………………….. 36-40
5.1.1 Manageability of Say Yes To Less: Transparent Bin System
5.1.2 Manageability of Say Yes To Less: Portion Sizes
5.1.3 Manageability of Grow It Yourself: School-Based Gardening
5.1.4 Manageability of Grow It Yourself: Cooking
5.2 Limitations ……………………………………………………………………… 40-41
5.3 Future Developments …………………………………………………………. 41
References …………………………………………………………………………. 42
Bibliography ………………………………………………………………………… 46
Annex A ……………………………………………………………………………… 50
Survey 1 Questions
Survey 1 Results
Survey 2 Questions
Survey 2 Results
Annex B …………………………………………………………………………….. 59
Transcript 1
Transcript 2
1.1 Choice of Topic
Investment in the reduction of food wastage amongst students of Raffles Girls’ School
(RGS).
1.2 Current Situation of Food Wastage in Singapore
There has been an increasing trend in food wastage in Singapore over the past 10 years (National Environment Agency, 2016). In tandem with Singapore's economic growth and increase in population (The Straits Times, 2017), food waste rose by 56%- from 498 thousand tonnes in 2006, to 791 thousand tonnes in 2016 (National Environment Agency, 2016). This is a substantial increase, as it reflects the growing culture of food wastage in Singapore, and exacerbates its impacts.
Food waste in Singapore is generated by 2 groups: producers- food manufacturers, hotels, shopping malls, hawker centres- and consumers. Each group produces around 50% of the total food wastage (Minister for Environment and Water Resources, 2017).
There are functioning current measures to reduce food waste generated by supermarkets and food services, such as posters encouraging consumers not to waste food (NEA, 2015), donating unsold food (Peng, 2016) and selling unsightly produce at discounted prices (The Straits Times, 2017). These measures have led to the reduction of food wastage produced by food retail establishments in Singapore (The Straits Times, 2017). For example, Fairprice -Singapore’s largest supermarket chain- has reduced their food waste by 39% from 2014 to 2015.
Figure 1: Example of Food Waste Reduction Poster (NEA, 2015)
This implies that producers are responding well to the current measures, and achieving desired reductions in food wastage. This calls for measures targeting consumers’ food wastage, who are also significant contributors to Singapore’s food wastage.
Households and students contribute towards the food waste generated by consumers. The daily average household food waste per person is 126g, for 3 meals (NTU, 2015). However, the daily average food waste per student is 40g for one meal alone (Straits Times, 2017). This means that students produce 166g of food waste a day, making them considerably more significant in food waste production.
Current measures put in place for students include Youth for Environment Day (YED) (Clean and Green Singapore, 2016). However, these solutions have not been expanded to all schools (Clean and Green Singapore, 2016), which shows a lack of outreach to schools. YED merely makes information about the impacts of food waste available to students, which is insufficient, as incentives are needed for them to enact behavioural change (Schultz, D. P., & Schultz, S. E. (2017). Theories Of Personality)
Therefore, there is a need to target food waste reduction in schools.
1.3 Impacts of Food Wastage
1.3.1 Financial Implications
Singapore spent S$14.8 billion importing 5.93 million tonnes of food, of which 13% (estimated at S$1.9 billion), ends up as waste (Channel Newsasia, 2014).
Additionally, Singapore has spent millions of dollars on food-waste digesters, which turn food into compost to be more easily disposed of. Currently, 10 primary and secondary schools have been fitted with these machines (Straits Times, 2017). These machines are expensive (TodayOnline, 2015), costing up to S$95000 (Eco Wiz, 2016).
Since composting reduces our carbon footprint (United States Environmental Protection Agency, 2017), most students will not consciously reduce the amount of food they waste, knowing that it is going to compost instead of the landfills (Ohio State University, 2017). Hence, there is no behavioural change, and the amount of food wasted remains the same, making it an unsustainable solution to the food waste problem.
As such, there is a need to engage in changing habits in order reduce food wastage.
1.3.2 Environmental Degradation
Food waste has many far-reaching environmental consequences. The carbon footprint of wasted food is estimated at 3.3 billion tons of greenhouse gases (Food Wastage Footprint model (FWF), 2013). Excess amounts of greenhouse gases accelerate global warming, contributing to climate change phenomenon that threaten global food security- especially harmful for Singapore, as we import more than 90% of our food, making us particularly vulnerable to fluctuations in global food supply and prices (National Climate Change Secretariat, 2017).
2.1 Choice of Target Group
As shown in Chapter 1, students are significant contributors to food waste. Our proposed target group are the students of RGS. RGS has expressed interest in reducing food wastage (D. Chan, personal communication, Sept 4th, 2017), due to the current culture of food waste in the school and the complete absence of current measures.
In order to assess the current situation of food wastage in the school, we conducted a survey (refer to appendix) which asked 187 respondents regarding their perceptions about their individual food wastage, reasons for wasting food and possible incentives to reduce their food waste.
In response, 68.8% of the students surveyed strongly disagree or disagree that their personal food wastage is significant (refer to Figure 2), illustrating that there is a sizable number of students in RGS that contribute to the prevalent culture of food wastage, illustrating that they are substantial contributors to Singapore’s rising food wastage (RJ255, 2017).
Figure 2: Breakdown of Responses towards Perceived Significance of Food Wastage (RJ255, 2017)
2.2 Causes of Food Wastage amongst Students
2.2.1 Students’ perception that individual food wastage is not significant
The consumerism in which our societies are immersed has made us grow accustomed to excess and to the daily waste of food (Bergoglio, Jorge Mario, 2016). As shown in Figure 2, 68.8% of students think that their individual food wastage is insignificant (RJ255, 2017), because the amount of food they dispose of may be insignificant, relative to the total amount of food wasted by the school.
However, to realise their true individual impact, students must witness the significant community impact that their individual food wastage contributes to.
2.2.2 Method of serving food in canteens
The primary reason behind students wasting food stems from them feeling as though they have been served too much (RJ255, 2017), as shown in Figure 3. This is due to the standardised portions of food served. Each individual’s appetite is subjective, as such, their perception of optimal food serving sizes are different, is based on their tastes and preferences. Hence, there is a need to restructure the food service system.
Figure 3: Breakdown of Responses showing reasons for food waste
2.2.3 Disconnect from food production process
Youths today are disconnected from the processes and places that their food comes from (Pierce, 2012). This mindlessness is reflected in their careless disposal of food, as they are unaware and unappreciative of the effort that goes into producing food, thus contributing to rising levels of food waste. This is reflected in our survey findings, as shown in Figure 4- 28.4% said that one reason they waste food is simply because they dislike the taste of it (RJ255, 2017). As such, we can infer a need to reconnect students to the food production process, to encourage a greater appreciation of food, which in turn would reduce careless food wastage.
Figure 4: Breakdown of Responses showing reasons for food waste
2.3 Overview of Proposed Approach
Say Yes To Less illustrates to students that their individual food waste is significant, and allows them to customise the amount of food they obtain. Grow It Yourself provides an applied learning approach, to reconnect students to the food production process, thus inculcating a better appreciation of food amongst students.
3.1 Aim of Say Yes to Less Campaign
Say Yes to Less is a campaign that will be carried out throughout the school, aiming to encourage students to reduce their food wastage by purchasing only what they can finish. Posters around the school (refer to Figures 5 and 6) will inform students about measures being put in place.
3.2 Component 1: Bin Me Not
Overview of Transparent Bin Approach.
There will be five transparent bins placed in the canteen, where students can dispose of their food. The bins will have markings representing units that show the amount of food wasted.
Each bin will be managed by the school’s house committee. The colour of each bin’s rim corresponds to a house (refer to Figure 7), and students are required to dispose of their food according to their allocated houses. Students will be informed about this initiative via the posters put around the school (refer to Figures 5 and 6). ‘
Figure 5: Sample 1 of Say Yes To Less Poster
Figure 6: Sample 2 of Say Yes To Less Poster
The units are recorded daily by members of each house committee, according to the measurements on the bin (refer to Figure 7). A “points board” put up in the canteen will keep students updated on their house’s progress (refer to Figure 8). At the end of each month, the house with the lowest total number of units will be awarded house points. The house points serve as an incentive for students to reduce their food waste.
Figure 7: Proposed Idea for Transparent Bin
Figure 8: Proposed Image of Food Waste Points Board
3.2.1 Feasibility and Effectiveness of Bin Me Not
Our target group is likely to be receptive to Bin Me Not, as 91% of students surveyed (refer to Figure 9) agreed that visualizing the combined impact of food waste would help them realise the significance of their individual contributions (RJ255, 2017).
Figure 9: Breakdown of Responses Towards Effectiveness of Visualization of Combined Food Wastage (RJ255, 2017)
With the implementation of Bin Me Not, transparent bins will allow students to see how their individual waste contributes to a significant amount as a school community. As such, students will be able to better visualise and quantify the community impact of their seemingly insignificant food waste.
Earning points for their house provides a competitive environment which motivates and incentivise students to reduce the amount of food they dispose of, making them receptive to this solution.
Bin Me Not is effective, as showing the total amount of food wasted by the school, students are able to see how their individual food waste adds up to become a significant amount, thus changing their perception that individual food waste is insignificant. This leads to students being more careful in their disposal of food as they are aware of their impact as a community, thus reducing mindless food wastage.
3.3 Component 2: Serves You Right
Overview of Our Serves You Right Approach.
3.3.1 Portion Sizes
The current food service system offers standardised portions that do not cater to subjective appetites, as each individual’s perception of optimal serving sizes is different. This lack of customisation exacerbates food waste (refer to Figure 10).
Figure 10: Example of Food Wasted Due to Standardised Portion Sizes
By introducing a variety of portion sizes (eg. small, medium, large) in canteen stalls, students will be able to choose quantities of food based on their appetites and are charged according to the portion sizes they select (refer to Figure 11).
Sizes
Small
Medium
Large
Price (SGD)
$2
$2.50
$3
Figure 11: Proposed Pricing of Portions
3.3.2 Feasibility and Effectiveness of Serves You Right
Students are likely to be receptive towards Serves You Right, as 97% of students surveyed (refer to Figure 12) agreed that offering a variety of portion sizes would reduce their food waste (RJ255, 2017).
Figure 12: Breakdown of Responses Towards Effectiveness of Portion Sizes (RJ255, 2017)
Serves You Right is likely to be effective, as students waste food as a result of being served too much (RJ255, 2017). With the introduction of portion sizes, there will be an increase in the likelihood of students finishing their meals, as they will be able to customise the quantities of food they purchase based on their individual appetites. This reduces total food wasted by the school community (Academy of Nutrition and Dietetics, 2016).
3.4 Limitations of Say Yes To Less
As mentioned above, our project is likely to be feasible and effective. However, if students are hungry, they may over-estimate the amount of food they can consume, thus buying a larger portion and wasting food. To rectify this, posters (refer to Figure 13) can be put up to remind students to track their eating habits so as to better gauge an appropriate portion size according to their appetites, and reduce their food waste.
Figure 13: Proposed Poster
4.1 Aim of Grow It Yourself
Grow It Yourself aims to personalise the experience of growing one’s own food, increasing students’ empathy towards the labour involved in producing food.
4.2 Component 1: Gardening
Overview of Grow It Yourself Solution
4.2.1 Feature A: School-Based Community Gardening
Students plant vegetable seeds in the school garden and take care of it, throughout the course of a semester (refer to Figure 14).
Semester 1
Semester 2
Lower secondary
Upper secondary
Figure 14: Proposed Allocation of Students Per Semester
Instruction manuals, containing detailed steps on how to grow their respective plants, will be handed out to students (refer to Figure 15).
Figure 15: Mock-up of Instruction Manual
In order to account for spatial constraints, students are split into groups of 5, with a roster system to ensure each student takes a day of the week to care for the plant (refer to Figure 16). Plants grown by students will be chosen from the list of vegetables (refer to Figure 17) due to their ability to fully develop/grow within the semester, enabling them to move on to the next stage of learning (refer to Key Component 2), and attain a holistic learning experience.
Day of the Week
Person
Monday
Joy
Tuesday
Oliver
Wednesday
Yan Ren
Thursday
Cassie
Friday
Elliot
Figure 16: Proposed Example of Rosters in a Group
Types of vegetables to grow
Estimated duration of growth
Tomatoes
About 100 days
Bean Sprout
About 5 days
Lady Finger
About 60 days
Eggplant
About 35 days
Kangkong
About 50 days
Carrot
About 80 days
Chinese Cabbage
About 70 days
Broccoli
About 70 days
Figure 17: Types of Vegetables to Grow
4.2.2 Feasibility and Effectiveness of School-Based Community Gardening
Our target group is likely to be receptive to gardening, as 85% of students surveyed (refer to Figure 18) agreed that growing their own food would help them attain a clearer understanding of the effort involved in food production (RJ255, 2017).
Figure 18: Breakdown of Responses on Growing One’s Own Food
Growing their own food reconnects students to the food production process because they experience the first-hand labour and resources involved in farming (NUS, 2016).
The prolonged duration of this activity ensures that students internalise the insights that they gain, and apply them in their daily lives, by reconsidering their decisions to waste food due to their newfound awareness and appreciation for the food production process.
Moreover, teenagers are receptive towards applied learning, which makes use of hands-on activities, as they tend to respond better to real life engagement versus ‘hypothetical’ situations (MOE, 2017).
4.2.3 Feature B: Grow It Yourself Observation Log
On their assigned days, students are to document their vegetable-growing experience in their individual Grow It Yourself Logs (refer to Figures 19, 20, 21, 22), which will be on an online document (i.e. Google Documents). Students will note new developments and the difficulties encountered along the way, accompanied by a picture of their vegetables.
Figure 19: Proposed Platform for Online Observation Log
Figure 20: Close-Up 1 of Online Observation Log
Figure 21: Close-Up 2 of Online Observation Log
Figure 22: Close-Up 3 of Online Observation Log
4.2.4 Feasibility and Effectiveness of Observation Log:
Students are likely to be receptive to the weekly observation log, as 43% of students surveyed (refer to Figure 23) stated a weekly reflection as being optimal (RJ255, 2017). All students are required to purchase a MacBook in RGS, meaning that an e-journal will be accessible to all (Raffles Girls’ School, 2017).
Figure 23: Breakdown of Responses on the Optimal Intervals of Documentation in Observation Log
Keeping a learning journal is an effective way to encourage reflection (Richard Nantel, 2013). Reflections enable students to internalise what they learn (International Journal of Environmental and Science Education, 2015), thus strengthening the learning process (University of Texas, 2014) – allowing students to reflect on the production of food. This translates into students reconsidering their decision to waste food, as they recognise the effort that goes into producing it. As such, this solution is likely to remedy the problem of careless food disposal due to the lack of appreciation, thereby reducing food wastage.
4.3 Component 2: Cooking
4.3.1 Feature: Cooking From Scratch
At the end of each semester, students in their groups of 5 will harvest their vegetables, based on the instructions in their manual. They will use these vegetables to make a dish. Home economics teachers will suggest recipes from their current curriculum that incorporate the student’s vegetables. These cooking sessions will be held in the home economics kitchens.
4.3.2 Feasibility & Effectiveness of Cooking From Scratch
Students are likely to be receptive to the cooking session at the end of the Grow It Yourself Programme as 68% of students surveyed (refer to Figure 24) agreed that cooking their own food would help them better appreciate their food (RJ255, 2017).
Figure 24: Breakdown of Responses on the Appreciation and Understanding of the Growing and Cooking Food Process
Students are able to experience first-hand the effort that goes into every stage of a meal, from growing to preparation. This teaches them the value of food and encourages a greater sense of appreciation towards their food (GreenCircle Eco-Farm, 2017). These lessons can be applied to their daily lives, as they will rethink their decisions to waste food. This reduces the careless disposal of food (Global Citizen, 2016), thus reducing food wastage.
4.4 Limitations of Grow It Yourself
Students may encounter difficulties while growing their plants, such as the problem of slow growth or pests. In order to answer their queries on dealing with these difficulties, a collaboration with the school’s Environmental Club could be established in the future. Student ambassadors could be assigned in order to answer the various questions that students may have.
5.1 Strengths
Our strategies are school-based, increasing the visibility of our project to our target group, thus making it more accessible. Our project is effective, as it addresses our causes in an accurate manner.
Bin Me Not shows students the community impact they contribute towards, increasing the likelihood of a change in their perspective that their individual food waste is insignificant.
Serves You Right offers customization in serving sizes, allowing students to purchase food according to their individual appetites. This reduces the likelihood of them being served excessively and is likely to reduce their food waste.
Grow It Yourself offers a holistic and personalised food production experience, with avenues for continuous learning that is ingrained due to consistent reflections. This is likely to instill a greater appreciation for food in students, making them reconsider their decisions to wasting food.
With these solutions, students are likely to reduce their food wastage.
There is also room for future expansions, making them sustainable and likely to be carried out over the long term. Our solutions are well-integrated with our causes and needs, thus complementing each other (refer to Figure 25).
Our project’s primary strength lies in the support that we receive from our stakeholders (i.e. the student body and school management).
Figure 25: Overview of Solutions
5.1.1 Manageability of Say Yes To Less: Transparent Bin System
Due to the low-cost methods that are easy to implement, the school supports the investment of transparent bins for students to dispose of their food (D. Chan, personal communication, Sept 4th, 2017), contributing towards a more holistic learning environment.
According to our interview, RGS is likely to support ‘Bin Me Not,’ as they have the ability and logistics to support the programme (D. Chan, personal communication, Sept 4th, 2017).
5.1.2 Manageability of Say Yes To Less: Portion Sizes
The school is likely to support ‘Serves You Right,’ as it does not require any change in the infrastructure of existing stalls (D. Chan, personal communication, Sept 4th, 2017) and is attractive to implement as reduced food wastage results in due potential future savings for canteen vendors.
5.1.3 Manageability of Grow It Yourself: School-Based Gardening
RGS will allocate sectional areas in the school garden for the plantation of vegetables. (D. Chan, personal communication, Sept 4th, 2017). The shared responsibility of caring for the vegetable increases their motivation and commitment towards the project (Emmer, E. T., & Sabornie, E. J.. Handbook of classroom management: research, practice, and contemporary issues. London: Routledge, 2014), ensuring that they remain committed to the project throughout the course of the semester.
5.1.4 Manageability of Grow It Yourself: Cooking
RGS has ‘Food and Nutrition’ education as a compulsory module in lower secondary. Students in the levels who have taken the same course above are equipped with the same skill set. For this solution, RGS supports their lower secondary classes incorporating these vegetables into dishes that they cook during their home economics module (R. Abbas, personal communication, Sept 12th, 2017). Upper secondary levels would also be granted access to the kitchens, in order to undergo the cooking sessions (R. Abbas, personal communication, Sept 12th, 2017).
In conclusion, the accessibility, effectiveness, feasibility and manageability of our solutions are likely to achieve our aim of reduced food wastage.
5.2 Limitations
Our strategies are highly dependent on students’ attitudes since they require commitment and active participation to achieve the desired outcomes. However, students do not directly experience the impacts of food wastage, and as such, may not actively participate in our programmes.
In order to rectify this, students can be made aware of the financial losses they make when they waste the food they have paid for, through the screening of a video in the school canteen. The video would showcase the direct relationship between food wasted and money lost. Knowing the money they lose through wasting food is likely to appeal to students and incentivise them to waste less (RJ255, 2017). By making students aware of their stake in this issue, we could increase their incentive to participate actively.
5.3 Future Developments
Food waste generation is not limited solely to students. As such, we can expand our strategies to other members of the school community, such as the teachers. For example, teachers could take part in the house competition under Say Yes To Less, according to their assigned houses. Teachers could also be allocated to groups under Grow It Yourself, where they share the responsibility of caring for the plant. Involving teachers in our strategies would allow for the whole school community to gain a deeper understanding about food wastage, thus minimizing the total food waste generated.
Word Count: 3000
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ANNEX A
Survey 1 Questions:
SURVEY 1 RESULTS.
Survey 2 Questions:
Survey 2 Results
ANNEX B
1. Transcript of Interview with Mr. David Chan (Estate Manager, RGS):
We have discovered that students do not know where their food comes from, or the effort that goes into producing the food. As such, they carelessly waste food, because they have no appreciation for the food. We are hoping to implement a solution called Grow It Yourself, where students grow their own vegetables in the school garden, and cook with it afterwards, so that they understand the amount of effort that goes into producing food.
Question: For this solution to work, is It feasible to use the school gardens?
Answer: Yes, sure. We could allocate sectional areas to grow the plants. We currently have a small nursery where we plant normal plants. There are also banana and jackfruit trees grown by the Green Men (School Maintenance Workers).
Question: Is it possible to use the kitchen for the students to cook in?
Answer: Usage of the kitchen is not under my authority.
Through a survey conducted in RGS, we found out that a lot of students- about 64%- waste food because they are served too much in the canteen. That is why one of our solutions is a portion control system. For example, in hawker centres, you are able to buy small/medium/large sizes- which is what we want to implement here, in RGS, to reduce food wastage.
Question: Do you think that Estate will support this portion control solution?
Answer: Yes, of course Estate will support it. We will have to work with Canteen Department. There's a committee in charge of catering to food vendors, we can pass through this message to them. Portion of food will depend on student request Do not think our solution should be a problem.
Question: Will we need to get new utensils?
Answer: We should stick to the same plate but provide different sizes, so that we save money on plates.
Another possible solution is implementing a self-service system, where you are able to choose what and how much you want to eat- such as in Yong Tau Foo stalls.
Question: How feasible do you think self service will be in RGS?
Answers: There are varieties of food sold in the canteen. Therefore, it may be a challenge for the vendors. Even for stalls such as Yong Tau Foo, payment is made by the number of pieces- the more you take, the more you pay. Practically, it might not work here in RGS.
Question: Between portion control and self-service, which one would Estate support?
Answer: Portion control is more feasible and easier to implement. Vendors have rough calculation how much they can sell. Pricing has to controlled, has to be low price. Committee will evaluate vendors decided prices (controlling of prices),
We also aim to show students that their individual food wastage contributes to a significant community impact, as 70% of them do not think that their individual food wastage is significant, contributing to a prevalent culture of food wastage in RGS. We will do this by placing transparent bins around the canteen, labelled according to the 5 respective houses. With students disposing of their waste in their respective house bins, they will be able to see how each of them contributes to a significant amount of food wastage.
Question: Are there any current measures in RGS to reduce food waste?
Answer: Currently, I am not aware of any programmes. Teachers may have told students that food wastage is bad, but not through any formal programmes- there is no formal programme. Estate is not able to recycle food due to capital cost, we do not have the funds.
Question: How much does it cost to dispose of the food waste produced in RGS?
Answer: Payment is made through the number of bins. Currently, there are 5 big bins of about 200 litres each, which contain all types of wastage. Food waste takes up about 1/5th of a bin. We pay about $600/bin everyday.
Question: Because payment is made according to the number of bins of waste produced, would it be economically attractive for RGS to reduce the amount of food wastage?
Yes, of course.
Would Estate be likely to support this solution?
Answer: We are willing to provide the bins and have the ability and materials to support programme. Logistically, House Captains will have to create awareness about this solution and differentiate the bins clearly by houses, and plan out how long will the programme will be held for – they will need to plan meticulously.
Question: Are there any current measures in RGS to reduce food waste?
Answer: Currently, I am not aware of any programmes. Teachers may have told students that food wastage is bad, but not through any formal programmes- there is no formal programme. Estate is not able to recycle food due to capital cost, we do not have the funds.
Question: How much does it cost to dispose of the food waste produced in RGS?
Answer: Payment is made through the number of bins. Currently, there are 5 big bins of about 200 litres each, which contain all types of wastage. Food waste takes up about 1/5th of a bin. We pay about $600/bin everyday.
Question: Because payment is made according to the number of bins of waste produced, would it be economically attractive for RGS to reduce the amount of food wastage?
Yes, of course.
2. Transcript of Interview with Mrs Raihana Abbas (Food and Nutrition teacher, RGS):
We have discovered that students do not know where their food comes from, or the effort that goes into producing the food. As such, they carelessly waste food, because they have no appreciation for the food. We are hoping to implement a solution called Grow It Yourself, where students grow their own vegetables in the school garden, and cook with it afterwards, so that they understand the amount of effort that goes into producing food.
Question: Could lower secondary classes could incorporate these vegetables grown into the dishes that they cook for their aesthetics module?
Answer: Yes, of course. But, some of the veggies require time to grow and commitment which the girls might not have. Another thing is that the vegetables we grow for our dishes- mushrooms and tomatoes are prone to pests and insects, so you will need to come up with a solution where they can use something organic which means they cannot use commercial pesticides. Some vegetables may be easier to grow and output is very little, for time and commitment put in. Therefore, feasible.
Question: For our project, we also want to include the upper secondary levels, however since the aesthetics module is unavailable to them, we were wondering if they could be granted access to the kitchens towards the end of this programme, in order to undergo the cooking sessions. Do you think that hypothetically, this would be feasible?
Answer: Yes they can.