Environmental Sustainability and Education for Waste Management: Implications for Policy and Practice

322 Pages·2019·6.947 MB·English

by  Winnie Wing Mui So, Cheuk Fai Chow, John Chi Kin Lee

Education for Sustainability
Winnie Wing Mui So
Cheuk Fai Chow
John Chi Kin Lee Editors
Environmental
Sustainability and
Education for Waste
Management
Implications for Policy and Practice
Education for Sustainability
Series Editors
John Chi-Kin Lee, Education University of Hong Kong, Hong Kong, Hong Kong
Rupert Maclean, RMIT University, Melbourne, VIC, Australia
Peter Blaze Corcoran, Florida Gulf Coast University, Fort Myers, FL, USA
WhiletheDecadeofEducationforSustainableDevelopment(DESD)(2005–2014)hasbeen
completed, the status and advocacy of education for sustainable development (ESD)
remains prominent. The United Nations (UN) goals of Education for All (EFA) and the
Millennium Development Goals (MDGs 2000–2015) were complementary and provided a
rationale for theimportance of environmental education (EE) andeducation for sustainable
development(ESD).TheUnitedNationsEducational,ScientificandCulturalOrganization’s
(UNESCO) Muscat Agreement in 2014 advocated seven global education targets, one of
whichwastocultivateskillsforglobalcitizenshipandenvironmentalsustainability.Aspart
of the UN Sustainable Development Goals (SDGs 2015–2030) and as echoed by the
Aichi-Nagoya Declaration on Education for Sustainable Development, education is
embedded in goals which pertain to biodiversity, sustainable consumption and production,
andclimatechange.Supportingthesegoals,thereisacallforresearchanddevelopmentas
well as coordinated actions with an emphasis on the principles of human rights, gender
equality,democracy,andsocialjustice.Thereisalsoacallforattentiontotheimportanceand
relevance of traditional knowledge and indigenous wisdom in various geographical,
socio-cultural, andeducational contexts.
With this background, and in light of UNESCO’s Education 2030 Agenda (2017), this
Education for Sustainability Book Series has been launched. Its purpose is to echo and
enhancetheglobalimportanceofeducationforasustainablefutureasaneducationalvision.
The Series provides insights on a broad range of issues related to the intersection of, and
interaction between, sustainability and education. The Series showcases updated and
innovative practice, discussessalient theoretical topics,anduses casesas examples.
The Series adopts international, environmental education, and lifelong learning perspec-
tives and explores connections with the agenda of education for sustainability and of
education for sustainable development. The intended audience includes university
academicsineducationalstudies,environmentaleducation,geographicaleducation,science
education, curriculum studies, comparative education, educational leadership, and teacher
education; the staff of international agencies with responsibilities for education; and school
teachers in primary andsecondaryschools.
Supported by the expertise of a distinguished and diverse International Advisory Board,
this Series features authoritative and comprehensive global coverage, as well as diversified
local, regional, national, and transnational perspectives. As a complement to the Schooling
for Sustainable Development Book Series, it explores issues that go beyond primary and
secondary schooling into university, vocational, and community education settings. These
educational issues involve multiple stakeholders ranging from international agencies,
governmental and non-governmental organizations, educational and business leaders to
teachers,students,andparents.Theresearchtopicscoveredincludeglobalthemesrelatedto
environment such as climate change education, disaster prevention and risk reduction,
biodiversityeducation,andecologicaleducation.Theyalsoincludehumanecologicalissues
suchasglobalcitizenship,peaceeducation,childhooddevelopment,intergenerationalequity,
gender studies, and human rights education. Further, they include society-oriented issues
suchasgovernance,greenskills forsustainabledevelopment, sustainabilityleadership, and
applied learning.
Researchersinterestedinauthoringoreditingabookforthisseriesareinvitedtocontact
the Series Publishing Editor: [email protected]
All proposals will bereviewed bytheSeries Editors andeditorialadvisors.
More information about thisseries athttp://www.springer.com/series/15237
Winnie Wing Mui So Cheuk Fai Chow
(cid:129) (cid:129)
John Chi Kin Lee
Editors
Environmental Sustainability
and Education for Waste
Management
Implications for Policy and Practice
123
Editors
Winnie Wing MuiSo Cheuk FaiChow
TheEducation University of Hong Kong Centrefor Education inEnvironmental
Hong Kong,NewTerritories, HongKong Sustainability
TheEducation University of Hong Kong
JohnChiKinLee Hong Kong,NewTerritories, HongKong
Centrefor Education inEnvironmental
Sustainability
TheEducation University of Hong Kong
Hong Kong,NewTerritories, HongKong
ISSN 2367-1769 ISSN 2367-1777 (electronic)
Education forSustainability
ISBN978-981-13-9172-9 ISBN978-981-13-9173-6 (eBook)
https://doi.org/10.1007/978-981-13-9173-6
©SpringerNatureSingaporePteLtd.2019
Thisworkissubjecttocopyright.AllrightsarereservedbythePublisher,whetherthewholeorpart
of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations,
recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission
orinformationstorageandretrieval,electronicadaptation,computersoftware,orbysimilarordissimilar
methodologynowknownorhereafterdeveloped.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this
publicationdoesnotimply,evenintheabsenceofaspecificstatement,thatsuchnamesareexemptfrom
therelevantprotectivelawsandregulationsandthereforefreeforgeneraluse.
The publisher, the authors and the editors are safe to assume that the advice and information in this
book are believed to be true and accurate at the date of publication. Neither the publisher nor the
authors or the editors give a warranty, expressed or implied, with respect to the material contained
hereinorforanyerrorsoromissionsthatmayhavebeenmade.Thepublisherremainsneutralwithregard
tojurisdictionalclaimsinpublishedmapsandinstitutionalaffiliations.
ThisSpringerimprintispublishedbytheregisteredcompanySpringerNatureSingaporePteLtd.
The registered company address is: 152 Beach Road, #21-01/04 Gateway East, Singapore 189721,
Singapore
’
Series Editors Introduction
WhiletheDecadeofEducationforSustainableDevelopment(DESD)(2005–2014)
has been completed, the status and advocacy of education for sustainable devel-
opment(ESD)remainprominent.TheUnitedNations(UN)goalsofEducationfor
All (EFA) and the Millennium Development Goals (MDGs 2000–2015) were
complementary and provided a rationale for the importance of environmental
education (EE) and education for sustainable development (ESD). The United
Nations Educational, Scientific and Cultural Organization’s (UNESCO) Muscat
Agreementin2014advocatedseven global education targets, one ofwhich wasto
cultivate skills for global citizenship and environmental sustainability. As part
of the UN Sustainable Development Goals (SDGs 2015–2030) and as echoed by
the Aichi-Nagoya Declaration on Education for Sustainable Development, educa-
tion is embedded in goals which pertain to biodiversity, sustainable consumption
and production and climate change. Supporting these goals, there is a call for
research and development as well as coordinated actions with an emphasis on the
principles ofhuman rights, gender equality, democracy andsocial justice. Thereis
also a call for attention to the importance and relevance of traditional knowledge
and indigenous wisdom in various geographical, sociocultural and educational
contexts.
With this background, and in light of UNESCO’s Education 2030 Agenda
(2017), this Education for Sustainability Book Series has been launched. Its pur-
pose is to echo and enhance the global importance of education for a sustainable
future as an educational vision. The Series provides insights on a broad range of
issues related to the intersection of, and interaction between, sustainability and
education.TheSeriesshowcasesupdatedandinnovativepractice,discussessalient
theoretical topics and uses cases as examples.
The Series adopts international, environmental education and lifelong learning
perspectives and explores connections with the agenda of education for sustain-
ability and of education for sustainable development. The intended audience
includes university academics in educational studies, environmental education,
geographical education, science education, curriculum studies, comparative edu-
cation, educational leadership and teacher education; the staff of international
v
vi SeriesEditors’Introduction
agencies with responsibilities for education; and school teachers in primary and
secondary schools.
SupportedbytheexpertiseofadistinguishedanddiverseInternationalAdvisory
Board,thisSeriesfeaturesauthoritativeandcomprehensiveglobalcoverage,aswell
as diversified local, regional, national and transnational perspectives. As a com-
plement to the Schooling for Sustainable Development Book Series, it explores
issuesthatgobeyondprimaryandsecondaryschoolingintouniversity,vocational,
and community education settings. These educational issues involve multiple
stakeholders ranging from international agencies, governmental and
non-governmental organizations, educational and business leaders to teachers,
students and parents. The research topics covered include global themes related to
environment such as climate change education, disaster prevention and risk
reduction, biodiversity education and ecological education. They also include
human ecological issues such as global citizenship, peace education, childhood
development, intergenerational equity, gender studies and human rights education.
Further, they include society-oriented issues such as governance, green skills for
sustainable development, sustainability leadership and applied learning.
The authors and co-editors are responsible for the choice and presentation of
information and views contained in this book series and for opinions expressed
therein,whicharenotnecessarilythoseofUNESCOandTheEducationUniversity
of Hong Kong, and do not commit the respective Organizations.
May 2019 John Chi-Kin Lee
The Education University of Hong Kong
Hong Kong SAR, China
Rupert Maclean
RMIT University
Melbourne, Australia
Peter Blaze Corcoran
Florida Gulf Coast University
Fort Myers, FL, USA
Contents
1 Environmental Sustainability and Education for Waste
Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Winnie Wing Mui So, John Chi Kin Lee and Cheuk Fai Chow
Part I Policy and Social Responsibility for Waste Management
2 E-Waste Management: Challenges and Opportunities . . . . . . . . . . 15
Wen-Jing Deng
3 Solid Waste Management in Malaysia: The Perspectives
of Non-governmental Organizations (NGOs) and Youths
on Consumers’ Commitment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Mashitoh Yaacob, Maznah Hj Ibrahim and Zubaidah Mohd Nasir
4 The Circular Economy of Plastics in the Netherlands. . . . . . . . . . . 43
Annemiek Verrips, Sander Hoogendoorn, Krista Jansema-Hoekstra
and Gerbert Romijn
5 Mismanaged Plastic Waste: Far Side of the Moon . . . . . . . . . . . . . 57
Lincoln Fok, Irene Nga Yee Cheng and Yau Yuen Yeung
6 Hong Kong Needs to Embrace a Holistic Approach to Waste
Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Edwin Che Feng Lau
Part II Environmental Programmes from Schools and Universities,
as well as Community Education for Waste Management
7 Community and School Education on the Subject of Waste
Management: Experiences of Romania, The United Kingdom
and Germany . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Karin Kolbe
vii
viii Contents
8 Waste Management Education: Chinese Perspective
and Experiences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
Yu Huang, John Chi Kin Lee and Y. T. Jin
9 Waste Management and Recycling Education in Taiwan . . . . . . . . 141
Tzu-Chau Chang and John Chi Kin Lee
10 Enhancing Pupils’ Pro-environmental Knowledge, Attitudes,
andBehavioursTowardPlasticRecycling:AQuasi-experimental
Study in Primary Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
Chi Chiu Cheang, Tsz Yan Cheung, Winnie Wing Mui So,
Irene Nga Yee Cheng, Lincoln Fok, Chi Ho Yeung
and Cheuk Fai Chow
11 Solid Waste Management in Tourist Destinations in Developing
Nations: Case Studies in Hoi An, Vietnam, and Puncak,
Indonesia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189
Jane Singer, Kinh Thi Kieu and Andrea Emma Pravitasari
12 A Critical Cartography of Waste Education in Australia:
Turning to a Posthumanist Framing. . . . . . . . . . . . . . . . . . . . . . . . 207
Amy Cutter-Mackenzie-Knowles and Lisa Siegel
Part III New Science and Technologies for Waste Treatment
13 A Study on Fenton Technology for Polypropylene Waste
Degradation and Recovery of High-Value Chemicals . . . . . . . . . . . 223
Cheuk Fai Chow and Chung Sum Chan
14 Carbon Dioxide Biosequestration and Wastewater Treatment
Using Microalgae . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 241
Simona Francesca Consoletti and Pepijn Prinsen
15 Utilizing Different Forms of Waste Sludge in Eco-construction
Material Production . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 271
Nengxiong Wang, Yiu Fai Tsang, Hong Chua, Haakrho Yi,
Yi Yang, Chun-Fai Yu and Peter Hoi Fu Yu
16 Evaluation of Nutritional Values of Food Waste-Based
Feed Pellets and Common Feeding Materials for Culturing
Freshwater Fish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 305
Wing Yin Mo, Yu Bon Man and Ming Hung Wong
Editors and Contributors
About the Editors
Winnie Wing Mui So is a Professor of the Department of Science and
Environmental Studies at the Education University of Hong Kong, the Director
oftheCentreforEducationinEnvironmentalSustainabilityandtheAssociateDean
oftheGraduateSchool.Hermainresearch areasareSTEM education,scienceand
environmentaleducation.Shehasbeenactivewithprofessionalcontribution,being
the past President of the Asia-Pacific Education Research Association and
Executive Member of the World Education Research Association, Hong Kong
Educational Research Association and East Asian Association for Science
Education.
Cheuk Fai Chow is an Associate Professor of the Department of Science and
Environmental Studies and the Director of Knowledge Transfer at the Education
University of Hong Kong. He received his B.Sc. (Applied Chemistry) and Ph.D.
fromtheCityUniversityofHongKong.HeobtainedaCroucherfellowshipanddid
his postdoctoral training with Nobel laureate Jean Marie Lehn (The University of
Strasbourg,France).Hisresearchinterestliesinapplyinghisenvironmentalstudies
for energy, water resource and plastic waste studies. e-mail: [email protected]
John Chi Kin Lee JP, Vice President (Academic) and Chair Professor of
Curriculum and Instruction, joined The Education University of Hong Kong
(EdUHK) [formerly known as The Hong Kong Institute of Education (HKIEd)]
since 2010. He is also the Director of the Centre for Religious and Spirituality
Education (CRSE), Co-Director (Research) of the Centre for Excellence in
Learning and Teaching (CELT) and Co-Director of the Centre for Education in
Environmental Sustainability (CEES). He was Dean of Education and Professor
of the Department of Curriculum and Instruction at The Chinese University of
Hong Kong (CUHK).
ix