Bio-Waste Recycling for Promoting Environmental Sustainability and Livelihoods
Description
Developing and demonstrating technical & business models of waste-wealth-enterprises (WWE)
a. Display of Technical processes for medium and large-scale briquetting which include; sorting solid-waste; dewatering feacal sludge; carbonization, biochar crashing; extruding, solar drying, packaging. These detailed stages of producing commercial-scale briquettes from municipal bio-waste and agro-waste have been documented and practically demonstrated at the pilot site set up by NDU in St Kizito High school in Namugongo. Students of neighboring schools, community youths and other community members are routinely invited to view; and efforts are made to explain the procedures. The innovations that NDU introduced to upscale briquettes production include; i) inventing a commercial-scale carboniser for converting waste into bio-char; ii) designing special cook-stoves or modifying existing cook-stoves to enable them to use briquettes for institutional cooking;
b. Entrepreneurial processes; this dimension focuses on the business aspects of producing bioenergy; but it is influenced by technical processes. The prescribed processes are those whose financial costs and technical requirements are affordable to grassroots communities so as to make business sense. Communities are taken through bioenergy production processes whose focus is put on the following; feasibility/cost-benefit analyses; returns on investment/pay-back analyses; branding, marketing and distribution networks; analysis of competitiveness of briquettes and biogas relative to traditional energy (firewood, charcoal, electricity);
The proof-of-concept briquettes production project at the High School; The project reveals that; i) an educational institution can depend on briquettes for cooking (without firewood being used); ii) cooking for 1100 students consumes 7000 Kg of briquettes in 100 days; iii) by producing 7000 kg of briquettes, average net income generated is $ 1000. With capital investment of $ 12,250, operational costs of $1000 and payback period on investment at 14.7 months; the project makes rational sense even in absence of social-benefit accounting; IV) institutions (schools, prisons, hospitals, hotels clay-works) are potential markets for briquettes. Other issues to note; i) Different streams of bio-waste produce varied quality of briquettes; meaning that calorific value of briquettes is determined by raw materials; ii) cost of securing organic waste is influenced by the competitive uses of the waste (used as animal feeds; mulching, etc); iii) it is cheaper to carbonize the waste at source and transport bio-char; reducing costs of transporting bigger volume of raw waste;; iv) To make WWE profitable, a realistic value of trees in Uganda should be determined; to be reflected in prices of charcoal and firewood.
Coordination mechanisms <br />
Conducting participatory baselines surveys on; a) volumes and types of waste generated in different locations; waste collection and handling procedures; handling facilities available; public and private agencies involved in waste handling; costs of waste handling; alternative uses of bio-waste; determining which waste streams produce which quality of briquettes; b) accessibility/costs of traditional cooking energy, distribution structures; comparative advantages and demerits of using briquettes and biogas for cooking (to determine competitiveness in the market); c) key actors in recycling operations; policies on energy and on waste recycling. Meetings will be conducted with key stakeholders such as private and public agencies and urban communities (determining their existing knowledge, skills and attitudes) and private and public sector agencies <br />
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Joint planning sessions based on a) outcomes of surveys; b) conducting pilot projects and feasibility analysis (on opportunities, barriers, prospects and gaps on waste recycling); c) stakeholder mapping (interests/stakes and potential contribution of various stakeholders towards upscaling/commercialization); d) prospective frameworks for inter-sector partnerships on waste recycling; e) engagement of the grassroots communities for socio-economic empowerment; modelling interventions based on various scenarios; f) identification of capacity building needs; imparting technical and entrepreneurship skills; g) planning of value addition to broaden the scope of operations of the licensed private waste collectors; beyond collection and disposal to waste recycling; h) stakeholder mapping; highlighting stakes and interests of partners in regard to bio-waste recycling; pooling of resources for joint ventures; areas of convergence in waste recycling operations; determining the integrating cords for partnerships and joint ventures for municipal waste management; <br />
Dissemination and publicity: creation of online and face-to-face platforms for planning, development and implementation of the planned projects. Create awareness and sensitize diverse populations about the initiatives and how they can get engaged; various print and electronic media in form of conference papers, journal articles, photos, videos, social media, public exhibitions and websites <br />
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Sustainability of the project addressed by through the embedded entrepreneurial component. It is presumed that urban authorities, other government agencies and civil society organizations will provide the requisite start-up and scale-up capital/credit for the low-resourced urban communities (youths and women) to engage in commercial-scale recycling operations. Urban authorities stand to benefit from the project which promises to reduce expenditure on waste management from 40% to less than 10%. They are likely to provide start-up financing for the project. Other benefiting agencies who may provide initial funding include National Environment Management Agencies
SDGS & Targets
Goal 7
Ensure access to affordable, reliable, sustainable and modern energy for all
7.1
By 2030, ensure universal access to affordable, reliable and modern energy services
7.1.1
Proportion of population with access to electricity
7.1.2
Proportion of population with primary reliance on clean fuels and technology
7.2
7.2.1
Renewable energy share in the total final energy consumption
7.3
7.3.1
Energy intensity measured in terms of primary energy and GDP
7.a
7.a.1
International financial flows to developing countries in support of clean energy research and development and renewable energy production, including in hybrid systems
7.b
By 2030, expand infrastructure and upgrade technology for supplying modern and sustainable energy services for all in developing countries, in particular least developed countries, small island developing States, and land-locked developing countries, in accordance with their respective programmes of support
7.b.1
Installed renewable energy-generating capacity in developing and developed countries (in watts per capita)
Goal 4
Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
4.1
By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes
4.1.1
Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex
4.1.2
Completion rate (primary education, lower secondary education, upper secondary education)
4.2
By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education
4.2.1
Proportion of children aged 24–59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2
Participation rate in organized learning (one year before the official primary entry age), by sex
4.3
By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
4.3.1
Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex
4.4
By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
4.4.1
Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill
4.5
4.5.1
Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated
4.6
By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
4.6.1
Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex
4.7
By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development
4.7.1
Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education and (d) student assessment
4.a
Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all
4.a.1
Proportion of schools offering basic services, by type of service
4.b
4.b.1
Volume of official development assistance flows for scholarships by sector and type of study
4.c
By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States
4.c.1
Proportion of teachers with the minimum required qualifications, by education level
Goal 1
End poverty in all its forms everywhere
1.1
By 2030, eradicate extreme poverty for all people everywhere, currently measured as people living on less than $1.25 a day
1.1.1
Proportion of the population living below the international poverty line by sex, age, employment status and geographical location (urban/rural)
1.2
By 2030, reduce at least by half the proportion of men, women and children of all ages living in poverty in all its dimensions according to national definitions
1.2.1
Proportion of population living below the national poverty line, by sex and age
1.2.2
Proportion of men, women and children of all ages living in poverty in all its dimensions according to national definitions
1.3
Implement nationally appropriate social protection systems and measures for all, including floors, and by 2030 achieve substantial coverage of the poor and the vulnerable
1.3.1
Proportion of population covered by social protection floors/systems, by sex, distinguishing children, unemployed persons, older persons, persons with disabilities, pregnant women, newborns, work-injury victims and the poor and the vulnerable
1.4
By 2030, ensure that all men and women, in particular the poor and the vulnerable, have equal rights to economic resources, as well as access to basic services, ownership and control over land and other forms of property, inheritance, natural resources, appropriate new technology and financial services, including microfinance
1.4.1
Proportion of population living in households with access to basic services
1.4.2
Proportion of total adult population with secure tenure rights to land, (a) with legally recognized documentation, and (b) who perceive their rights to land as secure, by sex and by type of tenure
1.5
By 2030, build the resilience of the poor and those in vulnerable situations and reduce their exposure and vulnerability to climate-related extreme events and other economic, social and environmental shocks and disasters
1.5.1
Number of deaths, missing persons and directly affected persons attributed to disasters per 100,000 population
1.5.2
Direct economic loss attributed to disasters in relation to global gross domestic product (GDP)
1.5.3
Number of countries that adopt and implement national disaster risk reduction strategies in line with the Sendai Framework for Disaster Risk Reduction 2015-2030
1.5.4
Proportion of local governments that adopt and implement local disaster risk reduction strategies in line with national disaster risk reduction strategies
1.a
Ensure significant mobilization of resources from a variety of sources, including through enhanced development cooperation, in order to provide adequate and predictable means for developing countries, in particular least developed countries, to implement programmes and policies to end poverty in all its dimensions
1.a.1
Total official development assistance grants from all donors that focus on poverty reduction as a share of the recipient country's gross national income
1.a.2
Proportion of total government spending on essential services (education, health and social protection)
1.b
Create sound policy frameworks at the national, regional and international levels, based on pro-poor and gender-sensitive development strategies, to support accelerated investment in poverty eradication actions
1.b.1
Pro-poor public social spending
SDG 14 targets covered
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Frederick Kakembo, Deputy Vice Chancellor