Recycle and Upcycle: A trend in education
Bangladesh has seen phenomenal development in the education sector. If we are to compare this developing country’s education to what it was around 10 to 15 years ago, no doubt it has been revolutionised in both primary and secondary schools. The World Bank statistics show that almost four in every five children complete primary schooling in time. In 2017, statistics show that net enrolment in primary and secondary schools was around 95% and 62%, respectively. Literacy rate shows an increasing trend with 73% in 2017 as opposed to 45% in 2011. In 2017, about 28% of the total population was within the age group of 0-14 in which a certain percentage will enter school in due course.
From 2010, the government focussed on the education sector. It distributed free textbooks for both primary and secondary schools and also published textbooks in five different ethnic languages (Chakma, Marma, Tripura, Sadri and Garo) in addition to braille books. This is a notable initiative to make education a priority in every household and to bring children under the literacy scheme.
Statistics show that between 2010 and 2019, the government distributed 2.94 billion textbooks to some 360 million students across primary and secondary schools. In 2019 alone, the government dispensed 352 million books to some 43 million primary and secondary students.
Issues: Direct and indirect costs
The pre-primary and primary school books are published in India and China while secondary books are published in Bangladesh. This involves not only printing and transportation costs (direct cost) but also creates harmful environmental footprints (indirect cost).
The global education system is focusing on making children responsible and credible. It is important that children from an early stage are familiarised with the factors that harm their environment. They should not only be acquainted to the term ‘recycle’ but also observe and work towards protecting their environment.
Each year in Bangladesh the curriculum does not change significantly. With the changing environment that we live in and with more and more application of technology and developments in artificial intelligence, academics, government and other think tanks should consider re-evaluating the curriculum.
Another issue is that adolescents are weighed down by their school bags (health hazard-indirect cost). Although the High Court in Bangladesh has passed a directive for schools to make sure that children do not carry bags in excess of 10% of their weight, whether this directive is enforced effectively or not is debatable.
We should think in terms of recycling the textbook at least for 3-5 years particularly for pre-primary and primary schools.
Recycle, upcycle to reduce harmful environmental footprints
Government, policy makers and schools can take the following initiatives in terms of recycling and upcycling:
• Easy to recycle textbooks at least for the pre-primary and primary schools as the curriculum does not change significantly every year.
• Initially, schools can give parents and children the option if they want a recycled copy or a new version. Later, recycling textbooks in every school can become mandatory. This will raise awareness among the children of the environmental footprints.
• Some sort of penalty maybe imposed on students if they mark their textbooks unnecessarily. This will make them responsible citizens.
• At least for pre and primary schools, textbooks can be kept at school and students do not have to be weighed down by their school bags.
• Classes can be interactive so adolescents are able to make use of the after-school time in extra curriculum activities. This will reduce frequency of going to coaching centres.Students will be able to spend more time in being peer evaluators and innovators.
• Bring transportation and printing costs to zero. Pre-primary and primary textbooks are printed by international bidders including China and India, leading to delay in delivery of the text-books but incurring costs. The government should think of technology friendly classrooms which will engage students in the class and increase collaboration in the learning space. Funding such activities will help children develop and become the best they can be.
• Books that cannot be recycled can be upcycled for better environmental value. Upcycle simply means to create something new out of unwanted materials. For example, textbooks that are not in use, can be converted into some innovative products. For instance, prepare a scrap book or paper crafts like boats, boxes, decorations, paper mats, etc. These products can then become a classroom or a home décor. Students can be rewarded for their work, which will motivate them to engage in more innovative activities. Schools can hold a half-day workshop to showcase what can be produced with unwanted materials or paper and encourage others to do the same.
The government can work along with the International Centre for Climate Change and Development (ICCCAD) and others with a particular focus on the education sector to raise awareness at the early stages of education in relation to protecting our climate through reducing dangerous environmental footprints. Students need to be helped to think critically on very basic issues such as recycling and upcycling to protect the environment and develop a sustainable economy.
Some interesting examples of counting environment footprints round the world include Jaden Smith, a 20-year-old who established his own company “Just Water”, with the product’s packaging made from 82% renewable materials. More good news for children out there is that LEGO launched an 826-piece model that can be built into a fully functional, 3 ft wind turbine. The elements are plant-based and eco-friendly.
Finally, schools across the country should be pro-active in collaborating with climate change institutions, companies, research centres and government to introduce the importance of the concept of recycle and upcycle through holding regular fun-filled workshops, particularly for children and parents.
The government should be proactive in funding such activities.Schools should insist on changing the curriculum through introducing more practical and topical issues such as climate change in their curriculum.
* Mamiza Haq is a senior lecturer in banking and finance at The University of Queensland, Australia