ASSESSING THE SUCCESS FACTORS OF ECO-PRIMARY SCHOOLS

BY

RAPHAEL Y.G NTAYAMANJA

A PROJECT REPORT SUBMITTED TO THE FUCULTY OF NATURAL RESOURCES

MANAGEMENT IN PARTIAL FULFILMENT OF THE REQUIREMENTS OF
BACHELOR OF SCIENCE DEGREE IN FORESTRY

LILONGWE UNIVERSITY OF AGRICULTURE AND NATURAL RESOURCES

(LUANAR)

BUNDA CAMPUS

P.O.BOX 219

LILONGWE

MALAWI

JULY 2023
DECLARATION
I, RAPHAEL Y.G NTAYAMANJA declare that this thesis is a result of my own original effort
and work. The findings have never been previously presented to the Lilongwe University of
Agriculture and Natural Resources or elsewhere for award of any academic qualification. Where
assistance was sought, it has been acknowledged accordingly.

NAME:_____________________________________________

SIGNATURE:______________________________________

DATE:_____________________________________________

i
PROJECT APPROVAL
We, the under signed, certify that this thesis is a result of author’s own work and that to the best of
our knowledge, it has not been submitted for any academic qualification with the Lilongwe
University of Agriculture and Natural Resources or elsewhere. The thesis is acceptable in form
and content.

SUPERVISOR: DR. STEVE. MAKUNGWA

SIGNATURE: ________________ DATE: ______________________

HEAD OF FORESTRY DEPARTMENT: Dr. ROBERTSON. KHATAZA

SIGNATURE: __________________ DATE: ______________________

DEAN OF FUCULTY OF NATURAL RESOURCES: Dr. DANIEL SIKAWA

SIGNATURE: __________________ DATE: _______________________

ii
DEDICATION
Primarily, I dedicate this work to GOD Almighty for His grace and mercy throughout my study
period, without Him my efforts could have been in vain. To my parents MR & MRS Y.R.G
NTAYAMANJA for their love, financial support, encouragements, prayers, guidance and for
sacrificing their lives for my wellbeing, they made this work a success. To my brothers and sisters
who endured hard times to see me complete this paper. And finally to my uncle MR. & MRS R.
TEMBO for their unwavering support during my hard times.

iii
ACKNOWLEDGEMENTS
I, RAPHAEL NTAYAMANJA expresses my deepest gratitude to my project supervisor DR.
STEVEN MAKUNGWA for his advice, encouragements, and every other form of support
rendered that has made it possible for this project to materialize.

I acknowledge the support of the administration and staff of Mvunguti, Biwi, SOS and Livimbo
primary schools who granted an access to the schools for data collection. Without them this study
could have failed.

Furthermore, I am very grateful to my friends and family whose love, inspiration, company and
material and academic support have contributed to my success up to this level.

Finally, I give glory to the Almighty God for His unlimited grace that has sustained me throughout
my entire study.

iv
Table of Contents
DECLARATION ............................................................................................................................. i

PROJECT APPROVAL .................................................................................................................. ii

DEDICATION ............................................................................................................................... iii

ACKNOWLEDGEMENTS ........................................................................................................... iv

LIST OF TABLES ....................................................................................................................... viii

ACCRONYMS .............................................................................................................................. ix

EXECUTIVE SUMMARY............................................................................................................. x

CHAPTER ONE: INTRODUCTION ............................................................................................. 1

1.0 BACKGROUND .................................................................................................................. 1

1.1 PROBLEM STATEMENT ............................................................................................... 2

1.2 JUSTIFICATION.............................................................................................................. 2

1.3 OBJECTIVES ................................................................................................................... 3

CHAPTER 2: LITERATURE REVIEW ........................................................................................ 3

2.1 BACKGROUND .................................................................................................................. 3

2.2 REVIEW OF EMPRICAL LITERATURE .......................................................................... 4

CHAPTER THREE: METHODOLOGIES .................................................................................... 6

3.1 STUDY AREA ..................................................................................................................... 6

3.2 SAMPLING DESIGN........................................................................................................... 6

3.3 DATA COLLECTION METHODS ..................................................................................... 6

3.4 DATA ANALYSIS ............................................................................................................... 7

v
 3.5 SAMPLE SIZE ..................................................................................................................... 7

CHAPTER 4: MAJOR FINDINGS ................................................................................................ 7

4.1 INTRODUCTION ................................................................................................................ 7

4.2 SUCCESS FACTORS OF ECO-PRIMARY SCHOOLS .................................................... 7

4.3 CHALLENGES FACED .................................................................................................... 13

CHAPTER FIVE: DISCUSSION ................................................................................................. 14

5.1 SUCCESS FACTORS ........................................................................................................ 14

5.1.1 FUNDING AND SUPPORT ....................................................................................... 14

5.1.2 STRONG LEADERSHIP AND COMMITMENT ...................................................... 14

5.1.3 MANAGEMENT PRACTIICES ................................................................................. 15

5.1.4 ATTITUDE .................................................................................................................. 15

5.1.5 STAKEHOLDER ENGAGEMENT ............................................................................ 16

5.1.6 RESPONSIBILITY DISTRIBUTION ......................................................................... 16

5.1.7 TECHNICAL EXPERTISE THROUGH TRAINING ................................................ 16

5.1.8 ECO-SCHOOLS INTEGRATION INTO CURRICULUM ........................................ 17

5.1.9 MONITORING AND EVALUATION ....................................................................... 17

5.1.10 SPECIES-SITE MATCHING AND LOCATION AND STRUCTURE ................... 17

5.2 CHALLENGES AND POSSIBLE REMEDIES ................................................................ 18

5.2.1 LACK OF FUNDS AND RESOURCES ..................................................................... 18

5.2.2 LACK OF COMMUNITY SUPPORT ........................................................................ 19

vi
 5.2.3 LACK OF TECHNICAL EXPERTISE AND TRAINING ......................................... 19

5.2.4 LOCATION AND STRUCTURE ............................................................................... 20

5.2.5 LACK OF CONSULTATION WITH SCHOOL AUTHORITIES ............................. 20

5.2.6 LATE DELIVERY OF SEEDLINGS .......................................................................... 21

5.2.6 TERMITES DAMAGE................................................................................................ 22

5.2.7 ACTS OF SCHOOL CHILDREN ............................................................................... 22

5.2.8 LACK OF CONSTANT CHEAP SOURCE OF WATER .......................................... 22

5.3 SUSTAINABILITY APPROACHES ................................................................................. 23

5.3.1 COMMUNITY SENSETISATION AND AWARENESS .......................................... 23

5.3.2 HARVESTING METHODOLOGIES ......................................................................... 23

CHAPTER 6: CONCLUSION AND RECOMMENDATIONS .................................................. 23

6.1 CONCLUSION ................................................................................................................... 23

6.2 RECOMMENDATIONS .................................................................................................... 24

REFERENCES.............................................................................................................................. 25

APPENDICES .............................................................................................................................. 27

vii
LIST OF TABLES
Table 1: Findings of Biwi Primary School

Table 2: Findings of Livimbo Primary School

Table 3: Findings of SOS Primary School

Table 4: Findings of Mvunguti Primary School

Table 5: Overall Success Factors

Table 6: Challenges Versus Occurrence in schools

viii
ACCRONYMS
CPAR Canadian Physician for Aid and Relief

JCED Jesuits Centre for Ecology and Development

DOC Danish outdoor Council

WESM Wildlife and Environmental Society of Malawi

ix
EXECUTIVE SUMMARY
This report is based on the findings from a study that aimed at assessing the success factors of eco-
primary schools. The study had three specific objectives which were; to find the success factors of
eco primary school, to find challenges encountered during the implementation of eco-projects in
the selected schools and to find sustainability measures put in place to maintain the status of
schools. The study was conducted within Lilongwe at Mnunguti, Livimbo, SOS, and Biwi primary
schools. It employed a qualitative research design where primary data was collected through focus
group discussions with leaners who were members of environmental clubs in the participating
schools and through interviews with the schools head teachers, environmental club patrons and
matrons, PTA chair persons and one mere teacher from each participating school. The responses
during focus groups and interviews were recorded using an apple mobile phone and later
transcribed into written format and then cleaned. After data cleaning, it was analyzed first using
thematic analysis procedure to find success factors, challenges faced during project
implementation and sustainability measures. Then content analysis was employed to determine the
order of significance of the success factors found during thematic analysis. The findings have been
presented in tables followed by discussion section. Overall the study has found funding and
support, strong leadership and commitment, management system, Attitude, stakeholder
engagement, responsibility distribution, technical expertise, eco-schools integration into
curriculum, monitoring and evaluation, species site matching, location and structure as factors that
contributed to the success of eco-schools. Further it has found lack of funds and resources, lack of
community support, lack of technical expertise and training, location and structure, lack of
engagement with school authorities, late delivery of seedlings, termite damage, acts of School
children, lack of constant cheap source of water as challenges during project implementation.
Finally is has found harvesting procedures and community awareness and sensitization as
sustainability approaches that are currently being utilized. These factors have to be considered
every time an eco-school project is to be implemented and projection of challenges has to be made
and their measures put in place in advance.

x
CHAPTER ONE: INTRODUCTION
1.0 BACKGROUND
Eco-schools program is reported to be the most extensive program which engages about 20 million
students and 1.3 million teachers worldwide. Initially in the very first place the eco-schools was a
concept developed as a response to the 1992 “Earth summit” in Rio De Janeiro which called upon
environmental protection and development, in turn it made the eco-schools a necessity
(www.ecoschools.global). Hence the eco-schools started as an international environmental
education programme offering a well-defined controllable way for schools to take environmental
issues from the curriculum and apply them to the everyday running of the school (Somwaru, 2016).
Now at a local scale it is referred to as a school that creates a health environment conducive for
learning while saving energy, environmental resources and money (www.center
forgreenschools.org). Despite the perceived local benefits the eco-schools offer such as
improvement in academic results as shown in a thorough review by the Danish council, lowering
the dropout rates, increased school attendance, improvement of students learning and also
improvement of the school grounds and surrounding environment alongside provision of fresh air,
comfortable temperature range and reduction of distractions by abating nearby noise
(www.centerforgreenschools.org/green-school), eco-schools were thought to be part of local
efforts of addressing environmental problems such as climate change impacts and health related
issues like mitigation of air pollution. The core purpose it was initially started was to create a
community which could approach the biodiversity in a safe and sustainable manner. This was
strategically to be achieved by positively influencing the behavior of children towards the
environment mainly by updating the primary schools’ curriculum so that it should incorporate
practical exercises focusing on the subjects of biodiversity including issues of school gardens and
endangered species, waste reduction through reuse and recycle and water and energy (Somwaru,
2016). The program targeted the youth in schools because it was thought that implementing
effective early stages of education about the environment could reduce the negative behavior
towards the environment thereby improving the environment status both presently and in future
since the environmental issues are of main concern and possess a threat not only to the environment
but also to the economic and livelihood of many communities.

In 2008, the Archdiocese of Lilongwe in collaboration with the Danish outdoor Council (DOC)
and Danish Hunters association introduced the eco-schools programme in Malawi. The Lilongwe
wildlife Trust has been responsible for developing the learning materials and teachers’ guides and
they work alongside Wildlife and Environmental Society of Malawi (WESM) funded by the
Danish outdoor council in the Lilongwe city with the view to roll out the program national wide
(www.lilongwewildlife.org/programmes/conservation-education/eco-schools). One of the key
focus areas of concentration to attain an eco-school status is the restoration of the degraded schools
landscapes through vegetation establishment by tree planting and other plants like grasses and
shrubs. These degraded landscapes may have resulted due to several reasons such as failure to
restore the vegetation after construction, lack of interest of the schools management to restore the

1
schools landscape, failed efforts to restore the vegetation due to destruction by animals and
uncontrolled movement of learners who trample on the planted seedlings and tree felling for wood
by surrounding community. Some schools like Nchesi, Mvunguti and Nankhaka have managed to
restore their landscapes as such this study therefore aims to find out the factors that made such
school succeed in restoring their landscapes so that restoration efforts in other degraded schools
can apply such factors to be fruitful.

1.1 PROBLEM STATEMENT

The Lilongwe city council following its strategic plan (Lilongwe city council strategic plan 2021),
embarks on greening Lilongwe campaign where it aims to restore degraded landscapes within the
city. The focus areas are cities river lines, markets and open spaces which includes schools in the
city. The vision is to turn these schools into Eco-friendly schools by restoring their landscapes
through establishment of vegetation mainly through tree planting. Other organizations like
Canadian Physician for Aid and Relief (CPAR) and Jesuits Centre for Ecology and Development
(JCED) are also working with some schools towards the same as a way of creating schools that
offers better learning, teaching, and interaction environment while addressing environmental
challenges by restoring the schools degraded landscapes. However despite this being the case there
were no compiled factors that made other Eco schools here in Malawi to successfully restore their
degraded landscapes. There was a need therefore to know and understand the factors that made
other eco schools successful so that it should not be difficult to implement the project in other
schools in the city and across the country.

1.2 JUSTIFICATION
The success of every project rest much on knowing what should be done during the project
implementation and this information is obtained from what others did during similar project’s
implementation. This study was therefore conducted to find and document such important
information that can be used by all organizations, government and other individuals or
stakeholders that wish to implement an Eco school project on any school across the country or any
related project on how other schools managed to attain an eco-status by presenting factors that
made them successful, the problems they encountered during the project’s implementation and
how they dealt with them and the strategies they are following so as to ensure the continuity and
sustainability of the attained status. The information will also help all those funding such projects
not to waste their time and resources since this information will act as an assurance of success.

2
1.3 OBJECTIVES
1.3.1 MAIN OBJECTIVE (S) OF THE STUDY

 To assess success factors of identified Eco primary schools in attaining an eco-status.

1.3.2 SPECIFIC OBJECTIVES

1. To find the factors that made the schools succeed in attaining an eco-status.
2. To find the methods they followed to succeed
- Problems encountered
- How the problems were solved
3. To assess the strategies put in place to sustain the status.
1.4 RESEARCH QUESTIONS

 What are the factors that made the schools successful?

 What challenges were faced during the project implementation?
 What strategies were put in place to sustain the status?

CHAPTER 2: LITERATURE REVIEW

2.1 BACKGROUND
In Malawi, government and many nongovernmental organisations are funding and supporting the
planting of trees in primary schools to enhance a green environment. Currently CPAR with funding
from Gay Lea, is working with schools like Chankhozi, Chiputu, Chamwabvi, Misuku and Msulira
in Kasungu district where they are implementing eco school projects in these schools
(www.cpar.ca).

CPAR found out that students in these areas suffer from common diseases including diarrhoea and
trachoma as a result of poor sanitation and hygiene practices. They also found out that due to poor
dietary habits and their lack of resources to grow nutritious foods within households, leaners suffer
from malnourishment.

Primary schools lack general agricultural and environmental education activities. These activities
could help the learners to gain knowledge and information about permaculture, conservation
agriculture, environmental conservation and sanitation and hygiene.

Kasungu LEA primary school in years before 2016 had no trees and the ground was bare and
dusty. The leaners had little knowledge on how to plant trees and care for the environment not
until the coming in of Jesuits Centre for Ecology and Development (JCED). This organisation
started the tree planting project on the school and it trained learners on how to plant and tend the

3
trees for successful establishment. It was then after the coming in of this organisation that the
school started an environmental club. The project proved to be successful since now many trees
can be seen on the schools landscape (www.jcedmalawi.org).

According to a survey conducted by GLFx Lilongwe Chapter, results have shown that out of 41
schools visited, the environment in most schools is not conducive for learning and teaching. The
school grounds are bare, degraded and devoid of tree cover that leads to dust and poor air quality
causing a number of respiratory diseases such as asthma. The survey classified schools as follows:

Best: Schools that have adequate trees and the land is well covered with grass and shrubs. There
is still room for improvement.

Moderate: This category comprises of schools where the landscape is not impressive.

Worst: In this category, there are schools that are nearly or completely bare. This needs more
effort, time and resources for them to attain the level of eco schools.

The most fundamental goal of planting trees on school bare grounds is to see grown trees that will
finally generate ecosystem goods and services that enhance the functionality of ecosystem and
hence meeting the needs of the landscape dwellers, in this case being the teachers, leaners and
even the surrounding community that may benefit from the proceeds of the Eco school either
directly or indirectly (Duguma et. al., 2020).

The success of an Eco school in establishing trees will rely much on certain complex specific
factors related to any tree planting exercise, dealing with the problems faced during projects
implementation and establishing working strategies in order to ensure the sustainability of the
attained status.

2.2 REVIEW OF EMPRICAL LITERATURE

There are conflicting opinions between different authors about how knowledge affects tree
planting. Even though there are conflicting opinions but the general lack
of knowledge and skills related to tree planting and management amongst farmers is considered to
be a major constraint to successful small-scale tree planting despite a large body of traditional
knowledge on tree planting. (Kallio, 2013).

These silvicultural knowledge and skills can be imparted to farmers or those involved in tree
planting project through training even though a study by Mlamba, 2018 showed that there was no
significant differences between the farmer training and tree survival as the p-value was found to
4
be bigger (0.177) at 5% level of confidence. In Mlamba’s study the training involved seed
treatment, post-planting management, nursery establishment and planting.

Studies by Mahaptra and Mitchell, 2001 in the tropics have found that
farmers’ attitudes towards tree planting can affect their tree planting behaviour.

Studies also by Amacher et al. 1993 and Summers et al. 2004 have found that farmers with more
land and resources are able to invest more in tree planting and management. However Mahapatra
and Mitchell, 2001 pointed out that they will only do so if they have the right motivation for it.
This motivation may be stimulated by taking into account the benefits that they will get after
successfully establishing a tree plantation.

In another study conducted by Kallio, 2013 it was found that the level of the silvicultural
management applied and the labour and resources allocated for the activity were strongly
influenced by the importance of the tree planting in generating income for farmers’ livelihoods
and the availability of off-farm income earning options.

A study conducted by Kallio, 2013 found that approximately 10% of plots of teak inventoried had
trees which were substantially shorter in height than trees of a similar age reported in the study
done by Suharlan et al. (1975). This gives a sense that these 10% of study plantations were most
likely established in poor sites not suitable for teak. This finding falls in line with the general
silvicultural knowledge about the importance of proper species selection matched to site
conditions. Evans, 1992 stressed that farmers in the tropics often simply select the species
according to its availability and familiarity rather than matching the species to the site quality. This
mostly is the case with teak in the study by Kallio, 2013 where teak is a familiar species for the
farmers and the seedlings are easily available from the government or are freely collected from the
local area.

Mlamba’s 2018 study on factors affecting the survival of agroforestry trees in Malawi indicated
that 93% of the farmers that had a high survival rate of agroforestry trees were visited more than
two times per month by extension worker. The first visit was for training while the second one was
for follow-up. The results gave p-value (0.027) which was smaller than 0.05 at the 95% confidence
interval. This showed that there was a relationship between the two variables and the phi analysis
indicated that there was a strong relationship between the two variables as the phi value was 0.3.
The results agreed with both Adesina et al.(2001) and Thangata and Alavalapati (2003) who found
that both younger farmers and larger households were able to adopt the practice of agroforestry
technologies because they came in contact with the extension services through the extension
workers.

5
Mlamba’s study also tackled the issue of challenges incurred during the implementation of
agroforestry tree planting. Mlamba, 2018 found out that more than half of the respondents (55%)
stated destruction by animals as one of the challenges that they face when practising agroforestry.
The study stated that this animal destruction could be due to the fact that animals, more especially
goats are left to move around freely during the dry season. Other notable challenges mentioned
were termites, scarcity of water and burning of seedlings. Also 40% of the respondents mentioned
late planting of seedlings as a challenge to low survival of planted seedlings. On top of these, pest
attacks, human damage, transplanting of immature or damaged seedlings and bushfires were also
mentioned as challenges causing low survival of agroforestry trees.

CHAPTER THREE: METHODOLOGIES

3.1 STUDY AREA
The study was in Lilongwe at Mvunguti, Biwi, Livimbo and SOS primary schools where both
teachers and leaners were involved. Lilongwe is located in the central region of Malawi.
Mvungutu, Biwi, Livimbo and SOS schools in Lilongwe are located in areas 25, 8, 2 and 22
respectively. The schools were selected because they are classified as eco-schools as such they
were deemed to be a good source to obtain what factors are essential in order to establish an eco-
school.

3.2 SAMPLING DESIGN

The study employed a purposive sampling, simple random sampling and convenience sampling.
Primary schools were selected on a basis that they were in eco-schools category and later they
were randomly sampled. Members of environmental club were recruited to be part of focus group
discussion based on their availability on the day of visitation. Finally interview with teachers was
also based on convenience and their willingness.

3.3 DATA COLLECTION METHODS

This study used a qualitative research design which involved focus group discussions and
interviews. The primary data was collected using semi-structured questionnaire through focus
group discussions which were conducted with learners who were part of the environmental club
in the schools. The key informants interviews were conducted with the head-teacher,
environmental club patron, mere teacher, and parent-teacher committee chairperson using a
checklist to triangulate the information collected during focus groups and to reveal more
significant information. Observation was also made during the study. The responses from all
participants were recorded in audio format using a recording device (apple phone) and pictures of
school environment were captured during field tour.

6
3.4 DATA ANALYSIS
The collected data was analyzed in a synthesized format using thematic and content analysis
approach. The thematic approach was employed to determine success factors of eco schools, the
challenges encountered during project implementation and the sustainability approaches, whereas
the content analysis approach mainly was for determining the order of importance of these success
factors and challenges by considering their frequency of occurrence in the content. The responses
were then ranked using excel from most frequent to least frequent as they occur in each school and
later analyzed data from all schools was combined to come up with the final list of success factors
and challenges in their order of importance. Thereafter findings have been presented in a narrative
format which have included an executive summary, background section, methods used, major
findings, discussion, conclusions and recommendation.

3.5 SAMPLE SIZE

The study employed a purposive sampling where leaners in environmental clubs were chosen to
be in a focus group. Ten learners were randomly selected from the clubs as per requirement of
focus group size to form a focus group.

CHAPTER 4: MAJOR FINDINGS

4.1 INTRODUCTION
The findings on success factors have been presented in table formats showing code, category,
theme and frequency. Each school has its own table showing the findings and later a table showing
an overall findings from all schools has been presented. This table has only two sections indicating
themes and frequency. The major findings have been divided into two sections. The first section
is showing the success factors of eco schools whereas the other section is showing major
challenges faced during project implementation.

The codes represent main ideas that pop up during interviews and focus groups. These codes were
then grouped and related codes were given a category name that match their description and these
categories were further collapsed into themes which represent success factors. These were done in
thematic analysis. The codes were then counted to find how frequently they appear in the content
of transcribed and cleaned data. In the challenges section, the challenges have been presented in a
table showing challenges on one side and an indication of the appearance of a particular challenge
in specific schools on the other side.

4.2 SUCCESS FACTORS OF ECO-PRIMARY SCHOOLS

7
 Table 1: FINDINGS OF BIWI PRIMARY SCHOOL

CODE CATEGORY THEME FREQUENCY

 Material inputs  Resource availability Funding and support 18
Strong leadership and
 Determination  Focused 16
commitment
 Vision
 Planning
 Rules and regulations  Law enforcement
 Protection and caring  Protection measures Management systems 9
 Internal and external
 Involvement Stakeholder engagement 8
participants
 Individual duties  Ownership Responsibility distribution 7
Monitoring and
 Follow up  Supervision 7
Evaluation
 Tracking
 Environmental
 Benefit Attitude 7
restoration
 Expected outcome

Technical expertise and

 Knowhow  Capacity building 6
training
 Tree suitability  Species selection Species site matching 5
Eco-schools integration
 Knowledge  Teaching and practice 5
into curriculum
 Learners field
 Hands on
experience
 security  Surrounding factors Location and structure 4

The findings at Biwi primary shows 17 codes which have been collapsed to 13 categories which later made 11

themes which represents success factors.

8
 Table 2: FINDINGS OF LIVIMBO PRIMAR Y SCHOOL

CODE CATEGORY THEME FREQUENCY

 vision
 rules and regulations  Focused strong leadership and
 resource access  law enforcement commitment 5

 expected outcome  benefit Attitude 5

 material inputs
 resource access  resource availability funding and support 4

 Individual duties  Ownership responsibility distribution 3

 protection and caring  protection measures management system 3

 Knowledge  teaching and practice eco-schools integration into
 hands on  learners field experience curriculum 3
 internal and external
 involvement participants stakeholder engagement 2
technical expertise and
 Knowhow  capacity building training 1

 security  surrounding factors location and structure 1

At Livimbo primary school, 13 codes were found and collapsed into 11 categories and later into 9 themes

representing success factors.

9
 Table 3: Findings of SOS Primary School

CODE CATEGORY THEME FREQUENCY

Material inputs Resource Availability funding and support 15

Environmental restoration Benefits Attitude
Expected outcome 14
Responsibility
Individual duties Ownership distribution 13
Determination Focused Strong leadership and
Vision commitment
Planning
Rules and Regulations Law enforcement 12
internal and external and
Involvement external participation Stakeholder engagement 11
Technical expertise and
Knowhow Capacity building training 10

Protection and Caring Protection measures Management system 9

Knowledge Teaching and practice Eco-schools integration
Hands on Leaners field experience into curriculum 8

At SOS primary school, 13 codes were found and collapsed into 10 categories and later into 8 themes representing

success factors.

10
 Table 4: Findings of Mvunguti Primary School

CODE CATEGORY THEME FREQUENCY

Protection and caring Protection measures Management systems 16
Internal and external
Involvement participation Stakeholder engagement 13
Determination Focused Strong leadership and
Vision commitment
Planning
Rules and regulations Law enforcement 12
Technical Expertise and
Knowhow Capacity building training 12
Material inputs Resource availability Funding and support 11
Environmental Benefits Benefits Attitude
Expected outcome 10
Responsibility
Individual duties Ownership distribution 9
Follow up Supervision Monitoring and
Tracking Evaluation 8
Knowledge Teaching and practice Eco-schools integration
Hands on Learners field experience into curriculum 7

At Mvunguti primary school, 15 codes were found and collapsed into 11 categories and later into 9 themes

representing success factors.

11
OVERALL SUCCESS FACTORS OF ECO-SCHOOLS

Table 5: Success factors of Eco-schools

THEME FREQUENCY

Funding and support 48

Strong leadership and commitment 45

Management system 37

Attitude 36

Stakeholder engagement 34

Responsibility distribution 32

Technical expertise 29

Eco-schools integration into curriculum 23

Monitoring and evaluation 15

Species site matching 5

Location and structure 5

12
 4.3 CHALLENGES FACED
Table 6: Challenges versus appearance in schools

CHALLENGES BIWI MVUNGUTI LIVIMBO SOS

Lack of funds and resources    

Lack of community support    

Lack of technical expertise and   

training

Location and structure  

Lack of engagement with    

school authorities

Late delivery of seedlings    

Termites damage   

Acts of School children    

Lack of constant cheap source  

of water

13
CHAPTER FIVE: DISCUSSION
5.1 SUCCESS FACTORS
This section presents the factors that made eco-schools successful and the study have found eleven
factors after analysis.

5.1.1 FUNDING AND SUPPORT

The study found that all schools that participated in the study received funding and support to help
in the implementation of Eco-schools project. The explanations such as “they gave us 30
seedlings”, “They gave us fruit trees, the city council and others connected to our library” and
“The city council brings us seedlings late” as made by some key informants during interviews
shows that they received seedlings from different sources. It was established that none of these
schools produce their own seedlings and none buy seedlings on their own. Further the trainings
that are conducted on eco-schools initiative are all supported and initiated by external sources.
This shows that the availability of funding and support has helped the schools a lot towards
achieving eco-schools objectives and attaining the eco-schools status. This finding is in agreement
with Gough, 2016 who established that funding is one of the critical factors that determines the
success of eco primary schools. Again Amacher et al. 1993 also found resource availability to be
a propeller towards more investment in tree planting and management.

5.1.2 STRONG LEADERSHIP AND COMMITMENT

The schools administration demonstrated a strong leadership and commitment towards achieving
eco-schools objectives. This was shown through their determination to attain eco-schools status,
the vision they set, in their planning and also the rules and regulations and enforcement measures
they established to help in the management of the initiative.

In separate interviews is was established that the head teachers mandated some teachers to oversee
the eco-schools project and to take lead in the environmental club and all its operations. They were
also incorporated into the schools management board to be part of decision making. This
necessitated easy reporting of the progress of eco-schools initiative and also helped to easily
present concerns regarding the project to the top decision makers which facilitated quick
intervention. For example one patron said “when we are faced with a problem like water during
dry season, we easily and freely report to the board and map the way forward together because we
are also part of the management”

The schools leadership, headed by the head teacher also showed that they are visionary. They had
a clear vision of what they want to achieve and they were so determined and committed to achieve
their goals. The head teachers were able to relay their vision regarding the initiative to their juniors.
One head teacher said “Our aim is to make this whole schools green” and a teacher and patron at
the same schools showed that they know what their management wants by saying that their target
was to plant trees at the remaining site by the following tree planting season. This shows that there
was a good communication between the decision making level and the on-ground (implementing)
level.

14
The schools leadership also established rules and regulations to be followed to protect the planted
trees. They did not only set rules and regulations but they also set enforcement measures by
imposing penalties on non-compliance. This shows that indeed the leadership was determined to
produce results. One head teacher said “if a leaner is caught destroying planted trees, they are
given a punishment like to water the trees for the whole week”. Leaners in the environmental clubs
agreed that indeed if learners are caught destroying trees they are punished.

The leadership commitment has also contributed to the success of the eco-schools initiative. The
study found that head teachers granted access to the clubs patrons to use the schools resources like
leaners in caring for the trees and also pipe water for irrigating trees. The head teacher of Livimbo
for example said “we could have told them to source their own water as a club, but we haven’t,
we allow them to use the water board water for irrigation which the management shoulders the
bill”. This shows that the management was indeed committed.

5.1.3 MANAGEMENT PRACTIICES

The study has found that the way the planted trees were managed contributed towards the success
of the eco-schools initiative. The study established that the schools employed good management
practices in the caring of the trees. For example at Livimbo primary school it was recorded that
the school does early site preparation and pitting. They also incorporate manure before planting
trees to enhance the growth of trees. They also carry out weeding operations at intervals to make
sure the trees are free from threats such rodents, and competition for sunlight, water and nutrients
with the weeds. Again the protection measures they employed to protect the trees from animals
and trampling by leaners also helped a lot. It was noted and reported that they established a thorny
fencing around the planted seedling to avoid leaners trampling on the seedlings and prevent
destruction by animals. This was also noted in schools like SOS, Mvunguti, Biwi primary.

5.1.4 ATTITUDE
This study has found that the attitude of the participating schools towards tree planting was a
motivation for their dedication in caring for the trees. The participants were motivated by the
benefits they were to obtain from the planted trees. One learner at Livimbo primary school when
asked why her interest is in caring fruit trees more than other trees, she responded in a high jovial
note; “Zipatso zimatipatsa ma vitamin” this is to say “fruits provide us with vitamins”. This shows
that beyond providing food, the leaners are aware that the fruits can improve their health and this
acts as a source of their motivation to care for the trees. Other leaners in the participating schools
mentioned provision of shed, fresh air, medicine and the ability of trees to act as a wind shield as
their motivation to care for the trees.

During interviews with key informants, they also mentioned of the benefits the learners presented.
The teachers said that trees offers a shed during sunny and hot seasons where they use to teach
when class rooms are too hot. Others like the head teacher, matron and teacher at Biwi, SOS and
Mvunguti primary school said the trees provides a micro-environment and fresh air in classrooms
and that is why they would like to plant more trees on the schools landscape. The head teachers

15
at Livimbo and Biwi primary schools specifically mentioned their desire to restore the degraded
environment as their motivation towards the success of eco-schools initiative.

This finding is in line with what Mahaptra and Mitchell, 2001. They found that farmers attitude
towards tree planting can affect their tree planting behaviour. Their study pointed out that people
will invest more in tree planting if they have the right motivation for it.

5.1.5 STAKEHOLDER ENGAGEMENT

The study established that the engagement of various stakeholders in the eco-schools initiative
contributed to its success. The stakeholders being the Lilongwe city council, the community and
others which were not mentioned. The study found that the city council was responsible for
distributing seedlings and facilitating planting operations. While other unmentioned participants
provided training to the learners and teachers leading environmental clubs.
All participating schools except Livimbo primary school mentioned community engagement as a
contributing factor to their success. Interviews with key informants showed that the communities
were involved in tree planting. For example during interview with PTA chairperson at Mvunguti
primary schools, it was revealed that indeed the communities take part during tree planting. This
was evident by that at the day of data collection, the chair was available at the school to monitor
the planted seedlings.

This finding falls in line with the study by Liddle and Murray 2015 that established that the
involvement of the community in the implementation of environmental projects is crucial in
ensuring success and sustainability.

5.1.6 RESPONSIBILITY DISTRIBUTION

The way responsibilities were distributed in all participating schools has contributed to their
success. The study found that all the head teachers upon the introduction of the eco-schools
initiative, appointed some teachers to take over responsibility in carrying out operations of the
initiative. These appointed teachers became the patrons and matrons of environmental clubs and
for schools that had environmental clubs already before the coming in of the project, their head
teachers directed the responsibility of the eco-schools initiative to the leadership of environmental
club. Such schools are Livimbo, SOS and Nvunguti primary whereas Biwi established an
environmental club upon introduction of the eco-schools initiative.

The clubs leadership again distributed the responsibilities to class teachers where each and every
class teacher was given an area of planted trees to take care. These class teachers used their learners
to care for the trees by watering and weeding. Overall this lightened the whole work because at
the end the school was able to take care of all the planted trees. It also enhanced a sense of
ownership where everyone feels that they are part of the initiative.
5.1.7 TECHNICAL EXPERTISE THROUGH TRAINING
This is to do with knowledge and skills related to tree planting. Learners in the environmental
clubs showed a pleasing level of knowledge in tree planting and management. When asked how

16
they know such information, they revealed that they were taught during training to do with eco-
schools. The club matron at Nvunguti said that training has helped the learners a lot to understand
how to plant and care for trees. A teacher at Livimbo also said on top of what learners are taught
in class, training has helped a lot because they are taught with experts.

This finding agrees with Kallio, 2013 who stated that knowledge and skills in tree planting
contributes to the success of small scale tree planting although another study by Mlamba, 2018
showed that there was no significant differences between the farmer training and tree survival. In
Mlamba’s study the training involved seed treatment, post-planting management, nursery
establishment and planting while in this study it was reported that the learners were trained in tree
planting and pre-and post-planting management.

5.1.8 ECO-SCHOOLS INTEGRATION INTO CURRICULUM

The study through interview with teachers established that the eco-schools program enabled
learners to apply the theory they learn in class into practice. The integration of eco-schools into
curriculum where learners are allowed an opportunity to apply what they learnt has stimulated
their interest in tree planting and management because they are able to practice and appreciate
what they are taught in class. This has also encouraged teachers to focus their efforts towards tree
planting and management as some reported that it eases their work as they are able to refer to the
kids what they teach them in class to the real issues on ground.

This agree with a finding by Scott, 2017 who established that project-based learning and
experiential learning methods have been found to be effective in promoting environmental
awareness among children.

5.1.9 MONITORING AND EVALUATION

The study has found that despite that other schools like SOS and Livimbo did not have proper
monitoring and evaluation strategies but at Livimbo and Biwi it contributed to the success of the
eco-schools program. The Patron at Livimbo primary school mentioned that after a year they count
the number of trees that survived though he expressed lack of knowledge of the number of trees
they plant every season. This he said helps them to make proper arrangements for beating up and
also to know why other trees failed so as to address the problem in the following season.

The head teacher at Biwi primary school said the established trees were planted during the time
when she was a mere teacher and that she was the matron of the schools environmental club. She
said it was because of the monitoring strategies that those who supplied them with seedlings
employed that contributed towards their success. Quoting her speech “The city council were
closely monitoring the progress of the trees they gave us, they gave us 30 seedlings and every time
they visit they could tell me to count the trees. This helped us to take good care of the trees”. And
it was noted that all 30 trees planted during that time grew to maturity.

5.1.10 SPECIES-SITE MATCHING AND LOCATION AND STRUCTURE

The study has found that both of these two factors had the same occurrence. They both had a
frequency of five with species-site matching occurring at Biwi primary school only and location

17
and structure occurring at Livimbo primary school only. At Biwi primary school, the head teacher
and the environmental club patron in separate interviews revealed that pine trees which they were
given to plant did not do well while other kind of trees like Kesiya did extremely great. They all
attributed this to the matching of the species to the site. They said that they realized pine was not
fit for their site and they dropped it and continued with Kesiya which they deem was well suited
for the site. Despite that other schools did not mention species site matching but for the fact that
the trees they planted grew well means they were also suited for the site. This finding falls in line
with the general silvicultural knowledge about the importance of proper species selection matched
to site conditions.

A clear discussion on location and structure has been made in the challenges section because that’s
where it is clearer to be understood.

5.2 CHALLENGES AND POSSIBLE REMEDIES

This section presents the challenges that were encountered during project implementation and how
the challenges were addressed to ensure success. The study has found eight challenges.

5.2.1 LACK OF FUNDS AND RESOURCES

The study has found lack of funds and resources to implement eco-schools project to be a major
challenge that could have led to failure of the project in all study areas. The responses from key
informants and learners revealed that the schools lack finances to settle water bills used for
irrigating trees during dry season and also resources in terms of implements like hoes, slashing
pangas, and watering cans or watering pipes. For example one head from Biwi primary said in
essence;

“vuto pano tili ndi madzi a water board basi, ndiye kuli chi bill choti timalephera kulipira,
nchifukwa chake tinaona kuti sitingamapitirize kuthirira ndi madzi apa tap”… this is to say “we
only have water board as a source of water here, so there is a high amount of accumulated bills,
that is why we resolved to stop irrigating using this water”

Another head too from Livimbo said a similar thing in another manner like “we irrigate using
water board water and we are faced with high bills which becomes difficult to settle sometimes”

Learners from Nvunguti primary school highlighted lack of working tools as a challenge they face.
One of them said something like “we don’t have tools to use here”. When asked what tools he
was referring to, he mentioned hoes, buckets and slashing pangas.
This shows that this problem is of significant importance as also made by Cousins (2018) that Eco-
primary schools require significant financial resources to implement environmental projects and
activities. The lack of funds can lead to the suspension of projects and activities, affecting the
success of eco-primary schools.

18
On possible remedies, when asked how they deal with this challenge, the leaners and patron of
environmental club at Mvunguti primary school said that they utilize the learners to bring some of
the working tools whereas on financial mechanisms to deal with high cost of bills, two heads from
Biwi and Livimbo said they do not have any alternative means of sourcing funds as of that time to
the point that Biwi primary school administration resolved to suspending the irrigation of trees
which lead to failure of some trees.

5.2.2 LACK OF COMMUNITY SUPPORT

Despite the fact that all schools mentioned good relations with the community which is manifest
in the community involvement during tree planting as a contributing factor to their success, there
are concerns on how certain portion of the population behaves. For example the head teacher and
the PTA chairperson of Mvunguti primary school both expressed concerns that some people from
surrounding community uproot planted seedlings for no reason. They also said some steal planted
fruit tree seedlings which is a major challenge hindering them from having more established trees.
Biwi primary school leaners spoke something like

“ anyamata achamba amatipondera mitengo tikadzala” this is to say there are other people in the
community who under the influence of weed do vandalize the trees.

The head teacher, patron and mere teacher in separate interviews also expressed the same concern
to say people from the surrounding community do vandalize the planted seedlings when they come
on the school for social activities like football. This shows the highest level of unsupportive
community that does not value the development at a school in their close proximity. This lack of
support is attributed to the lack of a sense of ownership as made by Biwi primary school head
teacher who said:

“…kunoko chinthuchi samachitenga umwini zasiyana ndi sukulu zakumudzi, kuno amati ndine
obwera ndisamuka nthawi iliyonse” this is to say “here people don’t have a sense of ownership in
this development, its different from rural schools, here they say they are just for a short stay and
will transfer anytime soon”
The lack of community support has shown that it can jeopardize the sustainability of eco primary
schools leading to its discontinuation as the school authorities may get tired to continue investing
in what the community doesn’t value. This agrees with Cousins (2018) who argued that the support
of the community is crucial in ensuring the sustainability of eco-primary schools.

When asked how they try to deal with this, the PTA chairperson of Mvunguti primary school and
the head teacher, patron and mere teacher of Biwi primary school mentioned awareness as a key
intervention mechanism they employ. They all made a statement on the line of “we call them at
times to highlight them on the importance of having trees on the school”

5.2.3 LACK OF TECHNICAL EXPERTISE AND TRAINING

The study also established that lack of technical expertise and training is a draw back towards
success of eco schools. The learners and teachers at Livimbo showed lack of expertise on how to

19
plant trees where some learners said their teachers told them not to remove polythene tubes when
planting seedlings, no wonder they were recording death of planted seedlings after sometime.
Again the head and patron showed lack of knowledge on the mixture of tree species where they
plant fruit trees under Gmelina woodloot. The head of Biwi and the patron said if they are equipped
with the technical know-how on how to plant and care for seedlings and establish their own
nursery, they can be independent without relying on anyone for seedlings. This shows that
currently they have only little knowledge in these aspects. This is mainly because these people are
not offered with the required training to place them at a better position to be independent in
carrying out these tasks.

The only way they deem fit to deal with this is for them to have an access to training that can equip
them with knowledge on how to go about caring for the trees during the project implementation.

5.2.4 LOCATION AND STRUCTURE

The location and structure of Biwi and Mvunguti primary schools places them at a disadvantaged
position. Biwi is bricked fenced with two gates that are not closed and one of these gates is close
to the market. So people use the gates as a short cut to and from the market. These people trample
on planted seedlings as they pass by. On the other hand part of Mvunguti is fenced but the large
portion which is a site that needs to be reforested is outside the fence. On top of this it is near the
market and on a market day it was said that people use the schools land for their businesses thereby
trampling on planted seedlings. Some also uproot the seedlings for no reason. Being outside the
fence, others take advantage and they steal planted seedlings. Looking at this, there is a need to
consider the location and structure of the school before project implementation so as to make sure
that all aspects that can lead to failure of the project due this factor are addressed.

Interviews with PTA chairperson, Patron, teacher and head teacher of Mvunguti primary revealed
that they are currently extending their fence so as to close the large portion of the schools land that
is outside the current fence and they are expecting that this will solve the current problem they are
facing because of such a location and structure whereas Biwi aim to be closing the gates and deploy
additional security guards. The case is different with Livimbo which is located inside the city and
the surrounding community has nothing to do with the schools affaires since it was reported that
most population is rich as made by the club patron to say;
“kunoko ambiri atizungulirawa ndi amwenye, ndiye ndi ochita bwino komanso ama-busy ndiye
aaaah samativutitsa ayi”… meaning “the majority that surrounds our school are the indian people,
so they are well to do and busy people hence they don’t pose a threat”.

5.2.5 LACK OF CONSULTATION WITH SCHOOL AUTHORITIES

The study has found that those engaged in facilitating the eco-schools project did not consult the
school authorities to hear what they could have preferred to be done on their respective schools in
terms of what tree species to plant. All schools reported that the Lilongwe city council, which is
the main body so far that facilitates these projects, just bring them any kind seedling species

20
without first asking them what they can prefer to plant. Although they still plant but to some extent
this decreases their level of efforts in caring for the trees.

Most participants recommended that they should be involved at every stage so that their needs and
preferences should be considered if at all they want to achieve a greater success.

5.2.6 LATE DELIVERY OF SEEDLINGS

Late delivery of seedlings has been found to be a drawback that contributed to failure of planted
trees and at large this can affect the overall success of the eco-schools objectives. The head teacher
of Livimbo primary school made it clear to say;

“A city akatibweretsera mitengo imakhala nthawi yanvula ikupita kumapeto”, the city council
brings us seedlings when the rain season is about to end, he added to say “but the big problem is
that those supporting us with seedlings brings us late”, emphasizing that indeed this is a greatest
challenge.
The teacher at this school in a separate interview mentioned the same thing differently to say;

“A city nthawi zina zimaoneka ngati amatibweresera mitengo akasowa nayo kolowera, ndiye
amabweretsa mocedwa…” “Seems the city council brings us trees when they have nowhere to
take them to, so this is always too late”.

This explains that indeed late delivery of seedling is a challenge these schools face. Due to this
late delivery of seedlings the planted trees are met with dry season which becomes difficult to
sustain through watering since most of these schools does not have a reliable cheap source of
water. A club patron of Livimbo primary school agreed with this by saying;

“Mitengo tikakhala kuti tabzala munyengo yoti yakumana ndi dzuwa, ngati sitikhala ndi madzi
okwanira imayamba kufota kapena imafa kumene…” meaning “if we plant trees at the end of rain
season and we are faced with dry season, if we don’t have enough water to irrigate, the trees start
to wither and eventually die”

The head teacher and patron of Biwi primary school also agreed in their explanations that indeed
late planting caused by late access to seedlings is a challenge that hinders success of planted trees.
The other two schools that did not mention late delivery of seedlings as a problem might have not
experienced this or it may be due to the fact that they have reliable source of water for irrigation
hence they don’t feel the pain of irrigating during dry season. These schools have boreholes.

As a remedy to this challenge, the head teacher of Livimbo said it is better if those supplying them
with seedling could prioritize them early and he suggested December as a good month they can be
glad to receive seedlings. Indeed there is a need that those facilitating the distribution of seedlings
should consider the time of supplying the seedlings so that the planting should match with the rain
season. This will enable the seedlings to get established before they are faced by the dry season.

21
5.2.6 TERMITES DAMAGE
Termites were found in a study by Mlamba (2028) to be the challenge during the implementation
of agroforestry tree planting. This study too is in agreement with what Mlamba found. The head
teacher of Biwi primary school and the club patron of Livimbo primary school both mentioned
damage of seedlings by termites as a challenge that impacts success.

“Ina yativuta, ina inakulapo, moti ngati ikufa chifukwa cha chiswe” meaning “ some seedlings
failed while some grew, if they are dying it is because of termites” “Makamaka chiswe kunoko ndi
chimene chimakhala mbali imodzi kutionongera mitemgo” meaning “more especially termites
here are one part that damages planted seedlings”

These are quotes from two separate informants emphasizing that termites contributes a lot to
damaging planted seedlings.
Despite the destructive nature of termites and their potential to destroy large number of planted
seedlings, no school has found a measure to deal with them. This is probably because as of now
they don’t experience greater damage yet as said by the patron of Livimbo primary school. On the
other hand the head teacher of Biwi primary school is yet to ask experts when they visit the school
any time sooner.

5.2.7 ACTS OF SCHOOL CHILDREN

School children are generally difficult to handle because they are more compared to the number
of teachers present at schools. All schools under this study mentioned the conduct of leaners to be
a challenge that to an extent not scaled leads to damage of planted seedlings affecting the overall
success of eco schools initiative. The learners tend to trample on planted seedlings during break
time when they are playing while others tend to uproot the seedlings.

Measures to deal with these conducts have been put in place according to what a particular school
administration deem to be fit. For example others have put strict rules to be followed and penalties
to noncompliance. The head of Livimbo for example mentioned that if a leaner is caught damaging
trees, they are punished by being given a task to care one tree by watering it for a week. He said
they do this to enhance a sense of ownership in the learners because to him, he thinks that what
makes learners to be irresponsible like that is the lack of ownership,
“The leaners think that the trees are for the school forgetting that they are also part of the school”.

Others also mentioned punishment as a better way to deal with this challenge while others
mentioned building protecting fences around planted seedlings or covering with thorns to keep
away learners from uprooting or trampling on the seedlings.

5.2.8 LACK OF CONSTANT CHEAP SOURCE OF WATER

“Malingaliro anthu timaganiza kuti atatiikira m’jigo ngati ma sukulu enawa monga SOS, titakhala
ndi madzi ena apadera oti sakugwirizana ndi water board”

22
The quote above is what the head teacher of Biwi made emphasizing that lack of cheap water is
their major challenge to effectively irrigate trees during dry season. The quote means “ our thought
is, if they can drill a borehole for us like other schools for example SOS, if we can have another
source of water separate from water board” The use of water board water for irrigating trees raises
bill beyond what the schools financial base can afford. As such they resolve to not water the trees
which leads to death of trees there by affecting the overall success of the whole eco schools
initiative.

As said in the opening quote, the only way possible they think can solve this problem is to have a
borehole or in essence to say to have a free source of water because these schools does not have
enough financial funding to cater for extra water bills added by watering trees.

5.3 SUSTAINABILITY APPROACHES

This section presents the measures and strategies that the schools has taken to ensure they maintain
their status and again to be able to keep on improving over time. The study has found only two
approaches that are currently being applied by the schools to ensure sustainability which are
community sensitization and awareness and harvesting methodologies.
5.3.1 COMMUNITY SENSETISATION AND AWARENESS
All schools except Livimbo primary school have employed community sensitization and
awareness in efforts to ensure sustainability. The schools leadership believes that the development
of the school belongs to the community. It is because of this that they do hold meetings with
community through parent teacher associations and sometimes the community leadership like
chiefs to sensitize and raise their awareness of what is happening at the school and to highlight
them of the importance of eco-schools. This they believe will help the community to develop a
sense of ownership and have a positive attitude towards eco-schools which will later make the
communities support the initiative.

5.3.2 HARVESTING METHODOLOGIES

This was only evident at Livimbo primary school. The Patron of the environmental club mentioned
the way they harvest as a sustainability measure. Mostly the study established that they harvest
wood for fuel. When there is a need for fuel wood, they only cut branches of grown trees not the
entire tree and where there are double-leaders, that is to say more than one tree at the same place,
they cut one tree that looks unhealthy or one that is bending and leave the straight one.

CHAPTER 6: CONCLUSION AND RECOMMENDATIONS

6.1 CONCLUSION
This study assessed the success factors of eco-primary schools in selected primary schools within
Lilongwe city focusing of specific factors that contributed to the success of the selected schools,
the challenges encountered during the implementation of the eco-schools project and sustainability
approaches. The study has shown that the success of eco-schools relies on complex factors far

23
beyond the mere silvicuktural practices and management and caring of trees. It has also shown that
the ability to deal with problems encountered during the implementation has also a significant
contribution to the success of the eco-schools. As such these factors have to be considered every
time an eco-school project is to be implemented and projection of challenges has to be made and
their measures put in place in advance

6.2 RECOMMENDATIONS
This study following the major findings recommends that;

1. More has to be done in enhancing the capacities of primary schools participating in green
projects in terms of financial status and technical expertise through increased funding and
training.
2. Efforts should be made in the education sector to include a subject on the environment
addressing issues of land, water, wildlife, and forestry and climate change so as to raise
children’s awareness about these issue at an early stage.
3. Further study on the same has to be conducted in rural schools as their situation may
differ to the urban schools that this study concentrated on.
4. Quantitative study on the same has to be conducted to quantify the findings of this
research and lay a basis for generalisations.

24
REFERENCES
Adesina, A.A., Mbila, D., Nkamleu, G.B., and Endamana, D., 2001. Econometric analysis of the
determinants of adoption of alley farming by farmers in the forest zone of Southwest Cameroon.
Agriculture, Ecosystems and Environment 80:255- 265

Amacher, G.S., Hyde, W.F., and Rafq, M., 1993. Local adoption of new forestry technologies:
An example from Pakistan’s northwest frontier province. World Development 21(3):
445–453.

Dougan, D.S., and Damiano, L.A., 2003. Productivity and health. automateBuildings.
http://www.automatedbuidings.com/news/apr03/articles/ebtron/ebtron.htm

Duguma, L., Minang, P., Aynekulu, E., Carsan, S., Nzyoka, J., and Bah, A., and Jamnadass, R.,
2020. From Tree Planting to Tree Growing: Rethinking Ecosystem Restoration Through Trees.
ICRAF
Working Paper No 304. World Agroforestry. DOI: http://dx.doi.org/10.5716/WP20001.PDF

Evans, J.E., 1992. Plantation Forestry in the Tropics. 2nd edition. Oxford University Press,
USA.

Gough, A., 2016. The Eco Primary School: A Case Study. International Journal of Education and
Research, 4(4), 245-256.

Heming, A., 2017. What Is a Green School. http://www.centreforgreenschools.org

http://www.centerforgreenschools.org/green-school

http://www.greenschools.cpar.ca

http://www.jcedmalawi.org/

https://www.ecoschools.global/s/Eco-Schools-Environmental-Education-and-Sustainable-
Development.pdf (accessed on 25 July, 2022)

https://www.sciencedirect.com/science/article/pii/S0308521X03000325 (accessed on 6
September 2018)

Kallio, M., 2013. Factors Influencing Farmers’ Tree Planting and Management
Activity in Four Case Studies in Indonesia. Univ. Helsinki Tropic. Forest. Rep.

Liddle, J., and Murray, S., 2015. Developing an eco-primary school: A case study. Education 3-
13, 43(3), 272-284.

Lilongwe City Council Strategic Plan 2020/1 To 2024/5, 2021.

25
Mahapatra, A.K., and Mitchell, C.P., 2001. Classifying tree planters and non-planters in a
subsistence farming system using a discriminant analytical approach. Agroforestry
Systems 52 (1): 41-52.

Mlamba, S., 2018. Factors affecting the survival of agroforestry trees in Malawi. United Nations.
University Land Restoration Training Programme [final project]
http://www.unulrt.is/static/fellows/document/mlamba2018.pdf

Scott, W. E., 2017. Sustainability and primary schools: A systematic review. Environmental
Education Research, 23(3), 301-321.

Suharlan, A., Sumarna, K., and Sudiono, J., 1975. Growth table for ten industrial species.
Technical Information No 29. Headquarters of Forest Research and Development,
Bogor.

Summers, P.M., Browder, J.O., and Pedlowski, A.M., 2004. Tropical forest management and
silvicultural practices by small farmers in Brazilian Amazon: Recent farm-level
evidence from Rodonia. Forest Ecology and Management 192(2-3): 161-177.

Thangata, P., and Alavalapati, J.R.R., 2003. Agroforestry adoption in southern Malawi. The case
of mixed intercropping of Gliricidia sepium and maize 78:57-71
https://www.sciencedirect.com/science/article/pii/S0308521X03000325

26
APPENDICES

KEY INFORMANTS INTERVIEW GUIDELINE

HEADTEACHER

Q1. What inspired you to accept this project and become an eco-school?
Q2. What are the key factors that have contributed to the success of your school?
Q3. As the head of the school what are your roles in this development?
Q4. How have you engaged and involved your students, teachers, and the wider school community
in your eco school initiative?
Q5. How has the involvement of these groups supported the success of your school in achieving
eco schools status?
Q6. How have you collaborated with local organizations and authorities to support your eco school
initiatives?
Q7. How have this collaboration helped your school to succeed?
Q8. What challenges have you faced in your journey towards becoming an eco-school and how
have you overcome them?
Q9. What initiatives and rules and regulations have you implemented to sustain this status?
Q10. What advice would you give to other schools that are just starting their journey towards
becoming eco schools?
Q11. What do you think you can do better if the project is to start again?
Q12. Have your school received any form of recognition?

CLUB PATRON

Q1. Why was the club formed?

Q2. Why motivated you to accept this role as the clubs patron?
Q3. What are your roles, duties and responsibilities as the patron?
Q4. What is the structure of the club?
Q5. What vision and goals do you have as a club?
Q6. What are the most important factors that have contributed to the success of your school?
Q7. How students, teachers, and community are involved and how have their involvement helped
in the success of the school?
Q8. How is your school leadership supporting this initiative?
Q9. What challenges have you encountered throughout the journey and how have you dealt with
them?
Q10. What kind of trees have you planted, do you prioritize or wish to plant more and why such
trees?
Q11. What could you do better if the project is to start again?
Q12. How do you monitor and evaluate your eco school activities? What metrics do you use to
track progress?
Q13. Given an opportunity to lead in restoring a new degraded school, what can you do step by
step from your experience so as to attain the current status of the current school you are leading?

27
TEACHERS

Q1. What are your roles as teachers in this development?

Q2. What benefits do you get including the school and the community at large?
Q3. What challenges do you think could have made the project a failure?
Q4. Despite the challenges, what do you think have still made the school successful?
Q5. As teachers how have you integrated the issue of eco schools into the curriculum and what
opportunities are there to help learners apply the knowledge in real world context?
Q6. Which other groups are involved and how have their involvement added to the success of the
school?
Q7. What do you think could have been done better if the project is to start again?
Q8. What trees do you plant and why?
Q9. What trees do you think are the best for the school and why?
Q10. Given a new graded school and opportunity to lead in restoring it, what can you do to
succeed?

FOCUS GROUP DISCUSSION GUIDE

PARTICIPANTS: LEARNERS

Q1. What training have you received on tree planting?

Q2. What do you learn in class concerning trees?
Q3. How are you involved in tree planting?
Q4. What interest you much to take part in tree planting?
Q4. What problems do you encounter and how do you handle them?
Q5. What kind of trees do you plant?
Q6. What benefits do you get from the trees?
Q7. How do you your teachers treat you when you damage trees?
Q8. How do you think you should be treated when you break the set rules aimed at caring for the
trees?
Q9. Do your parents know that you take part in tree planting and what do they say?
Q10. Do you think it is necessary for you as learners to be involved in tree planting and why?

28