Plastic Waste

Sources:

Food Packaging: Single-use plastics from food vendors or canteens (plastic wrappers, bottles,
cutlery).
Stationery: Plastic pens, folders, binders, and covers.
Bottled Drinks: Mineral water and soft drink bottles.

Common Areas:
Canteen: Plastic cups, straws, and packaging materials.
Classrooms: Plastic pens, wrappers, or disposable items left behind.
Hostels: Disposed plastic bottles, personal care products' packaging.

E-waste
Sources:
Old Electronics: Computers, printers, and projectors in laboratories or offices that are outdated or
broken.
Personal Devices: Broken mobile phones, chargers, and earbuds.
Batteries: Disposed batteries from electronic devices, remote controls, or laptops.

Common Areas:

Computer Labs: Old or unused monitors, keyboards, cables.

Student Dorms: Defunct mobile devices, chargers, and old gadgets.
Offices: Old printers, CPUs, and other electronic devices.
 Technologies for Plastic Waste
Plastic Recycling Machines

Description: Machines that can convert plastic waste into granules or even 3D printing materials for
further use in industries or education projects.
Example: The use of Precious Plastic Machines in schools and colleges allows small-scale plastic
recycling into useful products like cups, tiles, or tools.
Biodegradable Plastics

Description: Encourage institutions to switch to biodegradable plastics made from plant-based

materials like cornstarch. These materials break down naturally without harming the environment.
Example: Partner with suppliers to provide compostable packaging for canteens and food vendors.
Plastic Bank Initiative

Description: Implement a Plastic Bank system where students can deposit plastic waste for points or
incentives. This waste is then processed and recycled into new products.
Example: Collection points around campus to incentivize proper plastic waste disposal.

Technologies for E-waste

E-waste Collection and Recycling Programs

Description: Set up dedicated e-waste collection bins where students and staff can safely dispose of e-
waste. Partner with certified recyclers who can extract reusable materials like copper, gold, and plastic
from the electronics.
Example: Tie up with organizations like Attero Recycling or Karo Sambhav that specialize in recycling e-
Reverse Vending Machines for E-waste

Description: Machines where users can drop off old electronics and get cashback or vouchers. These
devices encourage proper disposal of e-waste and ensure recycling.
Example: Install these machines in campus hostels or common areas.
Upcycling Workshops

Description: Conduct workshops on how to repurpose old electronics and plastic waste. For instance,
converting old mobile parts into creative projects or reusing plastic for crafts.
Example: Collaborate with engineering or design departments to run these workshops.

Additional Suggestions
Awareness Campaigns: Organize events and workshops that highlight the environmental impact of
plastic and e-waste. Inform students about proper disposal and alternatives.
Green Technology Awareness: Promote the use of eco-friendly alternatives like solar-powered devices,
reusable metal or glass containers, and zero-waste stationery.
 Events That Generate Maximum Waste
1.College Fests (Cultural or Academic):
1. Types of Waste:
1.Plastic: Water bottles, disposable food containers, cutlery, straws, wrappers, banners, and flex
boards.
2.E-Waste: Temporary electronic setups for sound systems, lighting, projectors, and charging
stations.
2. Contributing Factors:
1.High visitor turnout.
2.Extensive use of promotional materials (flyers, banners).
3.Food stalls with single-use plastics.
2.Sports Events:
1. Types of Waste:
1.Plastic: Water bottles, energy drink cans, disposable packaging.
2.E-Waste: Use of temporary screens, microphones, and other electronic gadgets.
2. Contributing Factors:
1.Hydration requirements lead to increased plastic bottle usage.
2.Limited waste segregation in stadiums or venues.
3.Workshops and Conferences:
1. Types of Waste:
1.Plastic: Cups, food containers, single-use ID cards, plastic folders.
2.E-Waste: Batteries from microphones, old electronic gadgets from demos.
2. Contributing Factors:
1.Single-use items for catering and registration processes.
1. Plastic Waste Reduction
a. Sustainable Alternatives to Plastic:
•Reusable or Biodegradable Cutlery and Plates: Encourage the use of eco-friendly materials for
food and beverage services during events.
•Ban on Single-Use Plastics: Implement a strict ban on single-use plastics like straws, cups, and
bags during all campus events.
•Water Stations: Set up refillable water stations and promote the use of personal reusable water
bottles.
b. Waste Segregation and Management:
•Set Up Waste Segregation Bins: Install color-coded bins for separating biodegradable, recyclable,
and non-recyclable waste.
•Volunteer-Led Segregation: Appoint volunteers to help with on-the-spot segregation during events.
c. Upcycling Initiatives:
•Upcycle Event Banners: Convert old banners and flex boards into tote bags or other usable items,
avoiding their disposal after the fest.
2. E-Waste Reduction
a. Avoid Disposable Electronics:
•Rent Instead of Buy: Use rental options for electronic equipment like sound systems, projectors, and
lighting to avoid generating unnecessary e-waste.
b. Promote Repair and Reuse:
•Repair Stations: Set up booths where students can bring old electronic gadgets for repair instead of
disposal.

c. Digital Solutions to Minimize E-Waste:

•E-Tickets and QR Code Passes: Encourage paperless and plastic-free registration for events by
3. Educational Initiatives
•Green Event Certification: Establish an in-house certification for "green events" to incentivize
sustainable practices. For example, student organizers can be awarded based on how much waste was
minimized.
•Workshops on Sustainability: Organize pre-event workshops for students on how to reduce their
environmental impact during large gatherings.
4. Collaboration with Vendors
•Eco-Friendly Partnerships: Partner with vendors who use sustainable packaging and encourage food
stall vendors to switch to biodegradable or reusable packaging.
•Zero-Waste Stalls: Create a system where vendors offering zero-waste or minimal-waste products are
prioritized.

By adopting these measures, events at Kirori Mal College can align with the goals of the Swachh Bharat
Abhiyan, minimizing both plastic and e-waste while fostering a more sustainable campus environment.
 Tracking the Lifecycle of Wet and Dry Waste in Canteens and Shops

Objective: This study aims to track the lifecycle of wet and dry waste generated in and around the
institution's canteen and shops. The goal is to observe how waste is produced, handled, and disposed
of, and to propose improvements in waste management practices to promote sustainability.

1. Introduction
The increasing amount of waste generated by educational institutions poses environmental challenges.
In line with sustainable development practices and the Swachh Bharat Abhiyan, tracking the lifecycle of
wet and dry waste is crucial. This report documents the generation, collection, and disposal of waste at
the canteen and shops at Kirori Mal College.

2. Methodology
A series of visits were made to the canteen and nearby shops at different times of the day to observe
waste generation and handling practices. Interviews with staff members responsible for waste collection
were conducted to understand the current disposal process. The waste was categorized into two types:
•Wet Waste (Biodegradable): Food scraps, vegetable peels, leftover food, etc.
•Dry Waste (Non-Biodegradable): Plastic bottles, wrappers, paper plates, packaging materials, etc.

3. Findings
a. Waste Generation
•Wet Waste:
• The canteen generates a significant amount of wet waste, primarily from food preparation
(vegetable peels, cooking waste) and leftover food from customers’ plates.
Dry Waste:
•The canteen generates a large volume of dry waste, particularly plastic bottles, disposable food
containers, cups, and food packaging materials.
•Shops generate dry waste from product packaging, wrappers, and plastic bags provided to customers.

b. Waste Segregation
•Current Practice:
• The canteen and shops have bins for both wet and dry waste, but segregation is inconsistent.
Wet and dry waste are often mixed by both customers and staff.
• Plastic bottles and food wrappers are commonly found in the same bin as food waste, indicating a
lack of effective segregation.
c. Waste Collection
•Collection System:
• Waste from the canteen and shops is collected twice a day by campus maintenance staff.
However, despite the availability of separate bins for wet and dry waste, improper segregation
during collection leads to mixed waste.
• The collected waste is then transported to a central dumping area on campus before being
handed over to municipal waste collection services.
d. Waste Disposal and Processing
•Wet Waste:
• A portion of the wet waste is sent to a composting unit located within the campus premises,
where it is processed into organic manure for use in college gardens.
• However, some wet waste is still mixed with dry waste and sent to municipal landfills, resulting in
inefficient disposal practices.
•There is limited awareness and infrastructure for recycling or reprocessing dry waste on campus.
Dry Waste:
•Dry waste, especially plastics, is collected and handed over to municipal waste collectors. There is no
formal recycling system in place, and much of the dry waste, particularly single-use plastics, ends up in
landfills.
•There is limited awareness and infrastructure for recycling or reprocessing dry waste on campus.

4. Challenges Identified
1.Inconsistent Waste Segregation: Both canteen staff and customers often mix wet and dry waste,
reducing the effectiveness of the disposal process.
2.Lack of Recycling Infrastructure: While plastic waste is collected, there is no system for recycling
it, leading to environmental concerns.
3.Inadequate Composting Utilization: Although a composting unit is available, not all wet waste
reaches it due to improper segregation.

5. Recommendations
a. Improve Segregation at Source
•Introduce clearly labeled and color-coded bins for wet and dry waste, along with posters or signs to
educate customers and staff on proper disposal.
•Appoint waste segregation volunteers during peak hours to assist in guiding people on where to discard
waste properly.
b. Expand Composting Practices
•Encourage the collection of all wet waste for composting by training canteen staff to ensure that all
food waste is correctly separated and sent to the composting unit.
c. Establish a Recycling System
•
Encourage the use of reusable materials in the canteen, such as steel cutlery and ceramic plates,
instead of single-use plastics.

6. Conclusion
The waste management practices at Kirori Mal College canteen and shops need improvement,
particularly in waste segregation and recycling. By addressing these challenges and adopting
sustainable practices such as proper segregation, composting, and recycling, the institution can
significantly reduce its environmental footprint and contribute to the goals of the Swachh Bharat
Abhiyan.

This project provides insight into how waste is generated, collected, and disposed of, and offers practical solutions to
minimize the environmental impact of waste on campus.
Conduct Interviews of Stakeholders to Understand the Level of Awareness Regarding Waste
Management

Objective: This section of the assignment aims to understand the level of awareness among
stakeholders regarding waste management practices in the canteen and shops around the institution.
By interviewing key stakeholders—canteen/shop owners, staff, students, and waste collectors—valuable
insights can be gathered about their understanding of waste segregation, disposal methods, and
sustainable practices.

1. Stakeholder Interviews
To assess the level of awareness about waste management, interviews were conducted with the
following stakeholders:
a. Canteen/Shop Owners and Managers
•Questions Asked:
• How do you manage the waste generated in your canteen/shop?
• Are you aware of the difference between wet (biodegradable) and dry (non-biodegradable)
waste?
• Do you implement any specific practices for segregating waste?
• Are you aware of any recycling or composting programs?
• What challenges do you face in managing waste?
Key Insights:
•Most managers were aware of basic waste segregation (wet vs. dry waste), but the actual
implementation of segregation practices was inconsistent.
•Some managers expressed interest in sustainable practices like composting but lacked the resources or
b. Canteen/Shop Staff
•Questions Asked:
• How do you dispose of waste after food preparation or serving customers?
• Do you know the difference between wet and dry waste? Are you separating them?
• Have you received any training on waste segregation or disposal?
• What improvements do you think can be made in how waste is managed?
Key Insights:
•Most staff members knew about wet and dry waste but often lacked clarity on the importance of
segregation.
•Some staff mentioned that they were not formally trained in waste management and followed
whatever practices were convenient at the moment.
•Staff recommended having more clearly labeled bins and regular training sessions to improve
awareness.

c. Students (Canteen Users)

•Questions Asked:
• How do you dispose of waste after purchasing food from the canteen?
• Are you aware of the importance of waste segregation?
• Do you think the canteen provides enough information or infrastructure (bins) for segregating
waste properly?
• What changes would you suggest to improve waste management at the canteen?
•Key Insights:
• Many students were aware of waste segregation in theory but admitted to not practicing it
regularly due to unclear or insufficient instructions from the canteen.
• Some students suggested more visible and separate waste bins for wet and dry waste to make it
d. Waste Collection Staff
•Questions Asked:
• How do you collect and manage the waste from the canteen/shops?
• Are you provided with segregated waste (wet/dry), or is it mixed?
• Do you know where the waste goes after collection?
• What challenges do you face in waste collection and disposal?
•Key Insights:
• Waste collection staff reported that, in most cases, the waste was not properly segregated, and
they often received mixed waste from the canteen and shops.
• They were aware that the institution had basic guidelines for separating wet and dry waste, but
the implementation was irregular.
• Some staff expressed a need for better communication and cooperation with canteen/shop
owners to ensure proper segregation.

2. Level of Awareness: Summary of Findings

•Canteen/Shop Owners and Managers: Moderately aware of waste management practices but
lacked consistent implementation of segregation and recycling. Their awareness of advanced waste
processing methods, such as composting or recycling partnerships, was limited.
•Canteen/Shop Staff: Generally aware of wet and dry waste distinctions but lacked formal training
and clear guidance. Their practice of waste segregation was inconsistent, often due to convenience or
time constraints.
•Students: Aware of waste segregation but often failed to practice it due to insufficient infrastructure
(e.g., bins) and a lack of awareness campaigns or reminders in the canteen area.
•Waste Collection Staff: Aware of the importance of segregating waste but faced challenges due to
3. Recommendations Based on Stakeholder Interviews
•Training and Awareness Programs: There is a need for regular training sessions for canteen/shop
staff on proper waste segregation and disposal practices.
•Infrastructure Improvements: More clearly labeled and strategically placed bins should be installed
in the canteen and shops to encourage proper segregation at the source.
•Student Engagement: Launch awareness campaigns and install posters in the canteen area to
educate students on the importance of waste segregation and how to use the bins correctly.
•Regular Monitoring: Institute regular checks to ensure that waste segregation practices are followed
by both staff and students, with possible incentives for compliance.

4. Conclusion
The interviews with stakeholders revealed that while there is a basic level of awareness about waste
management, significant gaps exist in the actual implementation of waste segregation and disposal
practices. By improving training, infrastructure, and awareness campaigns, the institution can foster a
more sustainable approach to waste management in line with the goals of Swachh Bharat Abhiyan.

This report offers a detailed understanding of the level of awareness among various stakeholders,
providing a foundation for future improvements in waste management practices at the institution.
 Conduct a Clean Audit of Kirori Mal College and Identify Areas of Action
Objective:
The objective of this clean audit is to assess the waste management practices at Kirori Mal College
(KMC), Delhi University, and identify areas of action for improvement. The audit focuses on waste
generation, segregation, collection, and disposal across different areas of the institution, including
classrooms, canteens, shops, and outdoor spaces, in line with the goals of the Swachh Bharat Abhiyan.

1. Audit Process and Key Areas Reviewed

The clean audit involved assessing key areas in the college to identify waste generation patterns, the
current state of waste segregation, and disposal practices. These areas included:
•Classrooms
•Canteen
•Shops (Within and Around the Campus)
•Administrative Offices
•Outdoor Spaces (Gardens, Open Areas, Parking Lots)

2. Findings: Waste Generation and Management

a. Classrooms
•Waste Generation:
Dry waste such as paper, plastic bottles, and food wrappers is commonly found in classrooms. Wet
waste is minimal but sometimes includes leftover food or beverages.
•Waste Bins:
Many classrooms lack proper bins for waste segregation, leading to mixed waste disposal. Even where
bins are present, they are often not properly labeled or differentiated between wet and dry waste.
•Awareness:
Students and staff show limited awareness of proper waste disposal practices, and no formal waste
segregation is observed in classrooms.

b. Canteen
•Waste Generation:
The canteen generates a significant amount of both wet waste (food scraps, leftover food) and dry
waste (plastic bottles, disposable plates, cups, and packaging materials).
•Waste Bins:
While separate bins for wet and dry waste are present, they are not consistently used. Waste
segregation at the source is poorly followed, and wet and dry waste often end up mixed.
•Awareness and Practices:
Canteen staff are somewhat aware of the importance of segregation but lack proper training. Students
frequently fail to use the bins correctly, which suggests the need for more awareness campaigns.

c. Shops (Within and Around the Campus)

•Waste Generation:
Shops around the campus generate dry waste, primarily from food packaging, plastic bags, and
disposable materials. Wet waste is minimal, mainly from food items.
•Waste Bins:
Like the canteen, some shops have bins, but they are rarely used properly for segregation. The disposal
system is informal, and most waste is mixed.
•Challenges:
Shop owners indicated a lack of formal waste management guidelines from the college, leading to ad-
hoc waste disposal methods.
d. Administrative Offices
•Waste Generation:
The offices generate paper waste, plastic waste (bottles, wrappers), and some e-waste (old electronics,
printer cartridges). The presence of e-waste is particularly concerning due to its improper disposal.
•Waste Bins:
Offices have bins for paper and general waste but do not follow a strict segregation process. E-waste, in
particular, is not properly handled, with no clear protocol for disposal.
e. Outdoor Spaces (Gardens, Open Areas, Parking Lots)
•Waste Generation:
Outdoor areas see waste such as plastic wrappers, bottles, and cigarette butts, mostly discarded by
students and visitors. Wet waste is minimal outdoors, but dry waste is a recurring issue.
•Waste Bins:
Bins are sporadically placed in outdoor spaces, and those present are often overfilled or poorly
maintained, resulting in littering.
•Challenges:
The lack of sufficient waste bins and signage encourages littering. There is no clear protocol for the
collection and disposal of waste from outdoor spaces.

3. Areas of Action and Recommendations

Based on the clean audit, the following areas of action are identified to improve waste management
practices at Kirori Mal College:
a. Improve Waste Segregation at Source
•Action Needed:
Install clearly labeled bins for wet and dry waste in classrooms, canteens, shops, and offices. Ensure that
all bins are color-coded and easily accessible to encourage proper waste segregation.
•Implementation:
Organize workshops for staff, students, and shop owners to educate them on the importance of
segregation and how to properly dispose of waste. Train the cleaning staff to collect waste separately
and ensure it is not mixed during collection.
b. Enhance Awareness Campaigns
•Action Needed:
Launch a comprehensive waste management awareness campaign across the campus, including
posters, digital signage, and workshops. Use the Swachh Bharat Abhiyan as a framework to motivate
students and staff to adopt sustainable waste management practices.
•Implementation:
Place informational posters near all waste bins, educating students on what types of waste should go in
each bin. Run regular campaigns, including competitions or events to incentivize students to participate
in keeping the campus clean.
c. Establish an E-Waste Collection and Recycling Program
•Action Needed:
E-waste, such as old electronics and printer cartridges, needs proper disposal. Establish e-waste
collection points in offices and work with certified e-waste recycling companies to ensure safe and
sustainable disposal.
•Implementation:
Set up dedicated e-waste bins in administrative offices and periodically collect the e-waste for recycling.
Provide clear guidelines to staff on how to dispose of e-waste properly.
d. Partner with Recycling and Composting Programs
•Action Needed:
Create partnerships with local waste management or recycling companies to handle dry waste,
particularly plastics, and to compost the wet waste generated by the canteen.
e. Increase the Number of Waste Bins in Outdoor Spaces
•Action Needed:
Install more bins in outdoor areas, especially near high-traffic zones such as parking lots, garden areas,
and entrances. Ensure regular emptying of bins to prevent littering.
•Implementation:
Place bins at regular intervals in outdoor areas, with separate bins for wet and dry waste. Establish a
routine for maintenance staff to empty outdoor bins frequently.

4. Conclusion
The clean audit of Kirori Mal College revealed several areas where waste management practices can be
improved, especially regarding waste segregation, awareness, and infrastructure. By implementing the
recommended actions, the college can significantly reduce its environmental footprint and contribute to
the goals of the Swachh Bharat Abhiyan. These efforts will not only promote cleanliness on campus but
also foster a culture of sustainability among students, staff, and shop owners.

This report outlines practical and actionable steps that can help Kirori Mal College improve its waste
management system, promoting a cleaner and more sustainable campus environment.
Share Experience in the Form of a Project Report
Objective:
The purpose of this section is for students to reflect on their personal experience of conducting a clean
audit and interviews related to waste management at Kirori Mal College. This reflection will be
documented as a project report, summarizing key findings, challenges, and lessons learned during the
process of analyzing waste management practices in the institution.

1. Personal Experience: Overview

As part of the clean audit and waste management project at Kirori Mal College, I had the opportunity to
closely observe and engage with various stakeholders, including canteen staff, shop owners, students,
and waste collectors. The project allowed me to understand the current state of waste generation and
disposal at the institution, and it highlighted both the strengths and gaps in the waste management
system.

2. Key Findings from the Experience

a. Lack of Waste Segregation Awareness
During my interactions with canteen staff and students, I observed that although there was some
awareness of wet and dry waste segregation, it was not always practiced correctly. Many students were
unsure about which bin to use for different types of waste, and canteen staff, though aware, often found
it challenging to enforce proper waste disposal due to time constraints and a lack of clear instructions.
b. Waste Disposal Infrastructure Gaps
One of the major challenges identified was the insufficient number of waste bins, especially in outdoor
areas. The canteen had some segregation bins, but these were not always used properly. In classrooms
and common areas, the absence of separate bins for wet and dry waste resulted in mixed waste
c. Engagement with Waste Collection Staff
Interviewing the waste collection staff provided valuable insights into the logistical side of waste
management. They mentioned that while they are responsible for collecting waste, it often arrives mixed
from the source, making segregation at later stages difficult. This feedback underscored the importance
of waste segregation at the point of disposal to make the entire process more efficient.

3. Challenges Faced
a. Difficulty in Changing Behavior
One of the biggest challenges I encountered was the difficulty in changing people’s behavior regarding
waste disposal. Even with bins available, many students and staff would not follow proper segregation
practices. This made me realize that infrastructure alone is not enough—there needs to be an ongoing
effort to raise awareness and encourage responsible waste disposal.
b. Inconsistent Practices
The level of waste management awareness varied across different sections of the college. Some areas,
such as the administrative offices, showed better practices, while others, like outdoor spaces and
canteen areas, had inconsistent waste segregation. This inconsistency made it clear that a unified
approach is necessary for the entire institution to improve its waste

4. Lessons Learned
Through this project, I learned that waste management is not just about providing the right
infrastructure; it also involves educating people, creating awareness, and fostering a culture of
responsibility. The interviews and audit revealed that while there is basic awareness about waste
segregation, there is a significant need for regular training and better enforcement of waste disposal
practices.
I also realized that small changes, such as placing more bins or conducting workshops, can make a big
difference in encouraging students and staff to adopt better waste management habits. Engaging with
stakeholders, especially those directly involved in waste handling, helped me understand the practical
difficulties they face, which can inform future improvements.

5. Recommendations Based on Personal Experience

Based on my experience during this project, I would recommend the following actions to improve waste
management at Kirori Mal College:
•Increase Awareness Campaigns:
Conduct regular workshops and awareness programs to educate students and staff about the importance
of waste segregation and how it contributes to environmental sustainability.
•Install More Bins:
Place clearly labeled bins for wet and dry waste in all classrooms, common areas, and outdoor spaces to
encourage better segregation at the source.
•Train Canteen and Waste Management Staff:
Provide specific training for canteen and waste collection staff to help them implement and enforce
proper waste segregation practices.
•Regular Monitoring:
Implement a system for regularly checking waste segregation practices across different areas of the
college, with feedback given to improve compliance.
6. Conclusion
Participating in this waste management project was a valuable learning experience. It gave me a
deeper understanding of the challenges associated with waste disposal in a large institution like Kirori
Mal College. More importantly, it showed me the critical role that awareness, infrastructure, and
consistent practices play in achieving the goals of Swachh Bharat Abhiyan. By taking small but effective
steps, we can make a significant impact on creating a cleaner and more sustainable campus
environment.

This project report summarizes my personal experiences and reflections while working on the clean audit and waste
management study at Kirori Mal College, highlighting the challenges and potential improvements needed for a better,
more sustainable waste management system.

THANK YOU