EDUCATION FOR SUSTAINABLE DEVELOPMENT IN AFRICA

Refereed Papers from The 3rd University of Cape Coast and

University of Ilorin Joint International Conference

Supervising Editor: Prof. P. K. Buah-Bassuah

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FOREWORD The 3rd Joint UCC-UNILORIN Conference, which was on the theme “Education for Sustainable Development in Africa”, focused on sensitive areas that brought to bear various developmental needs of the continent and the subsequent implementation of solutions to issues raised at the plenary and clinical sessions. In order to attend to the needs of Africa’s socio-economic development, the forum enabled participants to explore various areas that could solve our national problems and enhance sustainable development Education seeks to supply the scientific and technological know-how of mankind by building capacities and instilling in us new skills, without losing sight of the positive and negative impact that can influence our environment and mindset. The need to package education for people in all sectors to be active and productive relies, most essentially, on continuous education through electronic and distance learning to raise awareness in environmental and health education and to place value on the knowledge imparted or acquired. The conference brought together researchers, students, lecturers, engineers, administrators, lawyers and policy makers to share their experiences from the two educational systems in Nigeria and Ghana, and to discuss the sustainability of our systems of education. The conference realised the enormous benefits which included the link established and the continuous collaboration among many faculties in the two universities. We hope this friendly collaboration would be strengthened to foster possible expansion of this exercise into other disciplines. This volume should translate our thoughts into practice for the economic growth of our nations. Vice Chancellor, Prof. D.D. Kuupole, University of Cape Coast.

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PREFACE

This publication is the third in the series of joint international conferences organized by University of Cape Coast (Ghana) and University of Ilorin (Nigeria), which was organised in Cape Coast August 11-16, 2013 on the theme “Education for Sustainable Development in Africa”. The number of papers being published in this edition on the theme is classified under the following sub-themes in the table below: Section Sub-themes Number of Papers 1 Art and Law Education 2 2 Environmental and Health Education 6 3 Electronic Learning and Distance

Education 3

4 Science and Technology Education 10 5 Informal and Formal Education 6

Twenty-seven (27) papers presented at the conference were peer-reviewed and accepted for publication. Out of this number, nine papers came from Ghanaian participants and eighteen from Nigerian participants. The diversity of the topics and the depth of the studies reported make these accepted papers ideal for this publication. The editors are indebted to Mr. Peter Osei-Wusu Adueming and Miss Charlotte Kyeremah for putting together all the refereed and corrected papers and coming out with the final manuscript. We also acknowledge our Nigerian counterparts, most especially, Prof. J.O. Atteh and Prof Y. A. Quadri, for their immense contribution in coming out with this edition. Finally, we recognize the active role played by the two Vice Chancellors (D. D. Kuupole of UCC and Prof. Is-Haq Olanrewaju Oloyede of Unilorin) in helping to come out with the 3rd edition.

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EDITORIAL TEAM

Supervising Editor: Prof. P. K. Buah-Bassuah Editors: 1. Prof. J. B. A. Afful 2. Prof. J. K. Ogah 3. Prof. Dora Edu-Buandoh 4. Prof. S. B. Kendie 5. Dr. Baah Sefa Ntiri

© 2016 Registrar, University of Cape Coast, Ghana Registrar University of Ilorin, Nigeria

All rights reserved. No part of this publication may be reproduced,

stored in a retrieval system, transmitted in any form or by any means,

electronic, mechanical, photocopying, recording, or otherwise,

without the prior written permission of the publishers.

ISSN:

Published for the Registrar, University of Cape Coast, Ghana

and the Registrar, University of Ilorin, Nigeria

Published by: The University Press

University of Cape Coast

Cape Coast, Ghana.

(+233-3321-30861)

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THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGY IN REDUCING CARBON FOOTPRINT IN GHANAIAN UNIVERSITIES: VIEWS OF UNIVERSITY OF

CAPE COAST STUDENTS

1 Edumadze, J.K.E., 2 Edumadze, G. and 3 Assamah, G. 1Osei-Gyasi, A. 1 Computer Centre, UCC, Cape Coast, Ghana

2 Department of Management Studies, UCC, Cape Coast, Ghana

3 ICT Centre, UCC, Cape Coast, Ghana 1 Contact: jedumadze@ucc.edu.gh

Abstract Everything a person eats and buys has an impact on their carbon footprint because of the energy and resources required to produce and transport it thus contributing to climatic change. Reduction of carbon footprint is one means of sustainable development and Information and Communication Technology (ICT) is known to contribute positively in this direction. It has been recognised that universities have a role to play in sustainable development of societies. The main aim of the study was to investigate the awareness of students of the University of Cape on how ICT could be used to reduce carbon footprint of the university. The questionnaire was the main instrument used to collect data from 427 Levels 100 to 600 students. The study showed that most of the students are not aware of carbon footprint, though they are of the view that ICT could be used to reduce the carbon footprint of the university’s operations. It also showed that students are concerned about protecting the environment and they would want the University to establish environmental-friendly policies to help reduce its carbon footprint and that of its stakeholders. They are of the view that ICT’s capability of dematerialisation should be deployed to minimize the university’s overdependence of paper and transportation for its activities thereby reducing carbon footprint. It recommended that Sustainable Office be established, annual environmental week awareness campaign be organized, and the full potential of the fibre optics backbone to all buildings on campus should be fully utilized. Keywords: Awareness, carbon footprint, CO2e, ICT, sustainable

development.

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Introduction The activities of individuals and societies are responsible for the problems of climate change as well as its solutions. Almost all the activities of organizations involve the burning of fossil fuels producing carbon dioxide (CO2) that ends up in the atmosphere. “Humans are responsible for emitting nearly 6 billion metric tons of carbon dioxide each year” (Discovery Communication, 2011). The carbon footprint is “a measure of the exclusive total amount of carbon dioxide emissions that is directly and indirectly caused by an activity or is accumulated over the life stages of a product” (Wiedmann & Minx, 2008). It is the total amount of CO2 produced to directly and indirectly support the activities of an individual or organization in a given time frame (usually year). In some countries, there are growing pressures on companies to reduce their carbon footprint by consumer and regulatory agencies. The result is that companies are being mandated or encouraged to reduce their carbon footprint. Some organizations have gone further by setting their carbon footprint reduction targets. Universities in USA on average produce between 200,000 to 500,000 metric tons annually of CO2, which is up to 10 percent of all carbon dioxide emission (CO2e) of the country and also greater than the combined emissions of steel smelting and cement manufacture (Mathur, 2009). Again the UK Schools Carbon Footprint Scoping Study (GAP, SEI and Ecologica, 2006 cited in Wiedmann & Minx, 2008) estimates that “all schools in the United Kingdom had a carbon footprint of 9.2 million tonnes of carbon dioxide in 2001, equating to 1.3 percent of total UK emissions” (p.6). Thus, the activities within each university contribute significantly to CO2e. Reducing global warming and building a zero-carbon economy are the responsibility of all but due to the unique role of universities in our societies, they are encouraged to assume leadership in this direction (Page, 2009). This is because it has been recognized that universities are the ideal place for teaching, learning, practicing and researching in sustainable development of Africa (UNU-ISP, 2011). Recognition of the role of Education for Sustainable Development (ESD) was given prominence at the United Nations Conference on Environment and Development in Rio de Janeiro in 1992, with the inclusion of Chapter 36 “Promoting Education, Public Awareness and Training”, in Agenda 21(Thomas, 2004). The University of Cape Coast (UCC) in Ghana, like any organization, is culpable of emitting CO2 into the atmosphere, thereby having carbon footprint. The contributing factors, among others, are the consumption of

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tonnes of papers each year to support its research, teaching, learning, and administration, consumption of fuel by vehicles plying between the two campuses due to staff attending meetings, dispatching and following up of letters or students attending lectures, laboratory, and library. This calls for UCC to have a second look at how to use technology to cut both “avoidable costs” and its carbon footprint. Local policies in reducing CO2e that can be effective that is why Page (2009) said “in the confines of their walls, each university should take the responsibility to adopt and adapt their own carbon reduction methods that will eventually lead to a global carbon reduction strategy” (p.10) and in order to do so, involvement of stakeholders in the university community is very crucial. Students who are the focus of the survey form the majority of the membership within this community and their views on sustainability issues such as carbon footprint are important since the future is theirs. Universities do not exist just to train the mind but also behaviour and students are to be made to be responsible for the environment and like the relay race the current generation is to pass on the baton of environmental responsiveness to the future generation. That is why students were the focus of the paper. This paper sought the views of the students on the use information and communication technology (ICT) in reducing its carbon footprint. This is because, according to Speth (2008), “research in any area that is working to reduce carbon dioxide is presently relevant, timely and urgently needed because climate change is occurring at an accelerated rate due to the carbon dioxide and greenhouse gas emissions associated with human activities”. Specifically we focused on the following objectives:

a) To explore the awareness and attitudes of the students of UCC on Carbon footprint

b) To investigate how they perceive that ICT can be used to reduce the university’s carbon footprint

c) To solicit from them ways that ICT can be used to reduce the university’s carbon footprint

“It is important to try to enact change through local actions, rather than global symbolism” (Blum, 2008; cited in Watson, MacNeish, Demaine, Nedic, & van Hemmen; 2011). Effective technology that is energy-friendly is known as Green IT and can play a major role in reducing CO2e into the environment. Universities are well positioned to significantly reduce their carbon footprint by adopting Green IT strategies (Mathur, 2009), which is capable of both transforming lifestyles across campus and also contributing in the larger quest of shrinking

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carbon footprints (Page, 2009). The ICT industries hold unique potential in the drive towards sustainable growth (Terrence, 2010) as enablers of a low-carbon economy. While the ICT sector accounts for only about 2 percent of GHG emissions (to be increased to 4 percent by 2020), it has the ability to significantly reduce the remaining 98 percent, by as much as 15 percent (GeSI, 2008). With its efficient resource management across broad sectors of the economy, the ICT sector can indirectly contribute to a low-carbon economy (Alcatel Lucent, 2010). Thus, the contribution of ICT in reducing carbon footprint is significant but most institutions (higher education inclusive) do not consider this angle. On this issue, Page (2009) said

Despite the direct impact of IT on institutional carbon levels and the potential for new technologies to reduce inefficiencies, campus IT is not always brought to the meeting table. The Sustainability Tracking, Assessment, and Ratings System (STARS) currently being piloted by the Association for the Advancement of Sustainability in Higher Education (AASHE) lacks any substantial IT component for campuses to self-assess their progress toward campus sustainability (Page, 2009, p.6).

Universities should employ ways of using ICT to reduce carbon footprint, thereby contributing to sustainable development, which is defined by the United Nations World Commission on Environment and Development, as “meeting the needs of the present without compromising the ability of future generations to meet their own needs”(UNGA, 1987). Method and Data Source The population of the study consists of all campus-based students of the University of Cape Coast in 2013/2014 academic year. For a population of between 15,000 and 20,000, the sample size should be between 375 and 377 (Krejcie & Morgan, 1970) and since the population of the campus-based students was 17,034 in 2013/2014 academic year, the sample size should have been within the range stated.

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But the sample of subjects for the study was set at 500, which was about 3 percent of the population. The study used simple descriptive (survey) design, with questionnaire as the main instrument for data collection with both closed and open-ended sections. The sample of 500 students was selected through proportionate stratified random sampling technique and the questionnaire was administered to them. In all, 427 out of the 500 questionnaires were completed giving 85.4% recover rate. For purposes of analysis, descriptive statistics (frequencies, percentages, and means) was used. Aside Tables 1 and 2, the background included gender, which was made up of 293(68.6%) of males, 123(28.8%) of females with 11(2.6%) who did not specify their gender. Results and Discussion Data collected from respondents are presented and discussed in this section. Carbon footprint awareness and attitude

Knowledge is regarded to be crucially important for understanding the propensity to engage in carbon-reducing behaviours, both at home and in the University (O’Dwyer & Lyons, 2010). To this end, the respondents were asked whether they were aware of the terms carbon footprint and carbon reduction and also whether they know their personal carbon footprint? Their responses are shown in Table 3.

Table 3: Have you heard of carbon footprint, carbon reduction and do you know of your carbon footprint?

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Source: Field data, 2013.

Table 3 shows that more of the respondents 248(58.1%) and 231(54.1%) respectively are not aware of both carbon footprint and reduction. Watson, et al. (2011) hypothesized that few students, staff and faculty would be aware of what a carbon footprint is as well as the impact that they themselves have on the carbon footprint of the university (p.6). Again, Page (2009) said “many university students, staff, and faculty often see carbon emissions, in particular, as something beyond their control, making them feel immune to responsibility and resistant to changes that do not offer a clear and tangible benefit to their daily lives “ (p.9). Finally, the table shows that majority of the respondents i.e. 401(93.9%) do not know the amount of the carbon footprint they contribute into the environment. Of those who are aware of carbon footprint only 26 percent could list and/or explain key concepts associated with the term such as CO2e, greenhouse gases, global warming, burning of fossil fuels, atmospheric pollution, etc. This is in agreement with the assertion of Bruinders et al. (2009: page?) who said “majority of students 59.4 percent were aware of carbon footprint however only 24.9 percent could actually explain what it meant”. In like manner, of those that are aware of carbon reduction, only 33 percent could list and/or explain key concepts associated with the term such as energy efficiency, recycling of waste, walking, eco-friendly, etc. Comparing one’s performance to benchmark enables individuals to place their own activities into a broader context, thereby knowing how they are faring. Thus, respondents were asked to express their reaction if they become aware that their personal carbon footprint is above the average in the university. Table 4 shows the reactions of respondents. It is comforting to know that 19(4.4%) are of the view that their CO2e is not above average. Majority of the respondents 337(78.9%) had positive attitude towards their personal CO2e thus they selected “finding ways to reduced it” or “would be concerned”. Only 33(7.7%) of the respondent shown negative attitude of “doing nothing” if their carbon footprint is above the average.

Carbon footprint Carbon reduction Personal carbon footprint

Responses Frequencies % Frequencies % Frequency % Yes 179 41.9 196 45.9 26 6.1 No 248 58.1 231 54.1 401 93.9

Total 427 100 427 100 427 100

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Table 4: Your reaction if you realize that your carbon footprint is above average

Source: Field data, 2013. Ideally for the world to make any meaning headway in carbon reduction, individuals should become aware of their CO2e and constantly monitor their actions that lead to CO2e. Awareness would encourage behavioural changes leading to individuals to reduce their carbon footprint (Watson, et al., 2011). This is what is depicted in Table 5. It is heart refreshing that majority of the respondents-329 (77%) agreeing to the statement “Knowing your personal carbon footprint and constant monitoring is essential”. However 16(3.7%) disagree with 82(19.3%) having no opinion to the said statement. Table 5: Knowing your personal carbon footprint and constant monitoring is essential

Source: Field data, 2013. Carbon Footprint Issues at UCC Organizations that are serious in their carbon footprint reductions have policies to direct their operations. Tables 6 and 7 aim at looking at the views of respondents as to the existence of such policy at UCC and what should be done in that regard. As can be seen from Table 6, majority of the respondents – 261 (61.1%) – are of the view that the university does not have a carbon footprint policy. Unfortunately, there is no such policy and carbon footprint

Responses Frequency % I would be shocked 38 8.9 I would find ways to reduce it 191 44.7 I would do nothing 33 7.7 I would be concerned 146 34.2 Mine is not above the average 19 4.4 Total 427 100.0

Responses Frequencies % Agree 329 77.0 No opinion 82 19.2 Disagree 16 3.7 Total 427 100.0

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was not even mentioned in the most recent strategic plan i.e. the 2012-2017 edition. Some nations and organizations including universities do have carbon footprint policy to guide their operations and some have set targets for their CO2 reductions (Watson, et al., 2011). For example, as a way of confronting global warming, the United Kingdom has planned to cut its CO2e by some 80 per cent by 2050 (Anderson, et al., 2009) and such commitment requires carbon reductions to be made by all industries (Stern, 2006; cited in Osmani & O'Reilly, 2009)).

Again, majority of the respondents – 32 (54.3%) – were of the view that the university should come out with carbon-reduction strategy, as shown in Table 7. This was consistent with what the respondents (IT leaders) to a CIO Magazine survey about green IT where more than 54% of them said their organizations had stated environmental sustainability goals (Varon, 2008). Again, 90(21.1%) of the respondents are of the view that the university should set CO2e target, which is becoming the norm these days (Stern, 2006; cited in Osmani & O'Reilly, 2009). When asked in which areas the university could reduce its CO2e, respondents suggested the following:

a) Using efficient electricity management -335 (78.5%) b) Encouraging walking/biking instead of using vehicles on campus-251

(58.8%) c) Using the shuttle buses instead of using private vehicles on campus-

195 (45.7%) d) Introducing other renewable energy supplies-90 (21.1%) e) Using technology in minimizing paper circulation-18 (4.2%)

These suggestions are is in line with the top three categories contributing to CO2e in most campuses, which are goods and services (printing paper, toilet

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paper, paper towels), transportation (shuttles, staff and student commuting official vehicles) and electricity (Letete, Mungwe, Guma, & Marquard, 2012, p. 12). Ake, Justiniano, Morrill and Woods (2011) also said the major contributors are consumption of goods (which includes food and drink, clothes and personal effects, and recreation and leisure), transportation and household energy. From the 5 items listed by the respondents, items a) and d) belong to energy category with items b) and c) belonging to the transportation category whereas item e) is located in consumption of goods group. Majority of the respondents – 335 (78.5%) – are of the view that efficient management of electricity could lead to CO2e reduction, which is followed by the minimization of on-campus transportation through walking – 251 (58.8%) or using public vehicles instead of private ones – 195 (45.7%). Finally, only few of the respondents 18(4.2%) think that using technology in place of paper circulation can lead to the reduction of CO2e. ICT and the Reduction of Carbon Footprint at UCC ICT is both seen as culprits in the rise of carbon emissions and praised for its capability to provide relief for the world’s climate woes (Anderson, Backhouse, Curtis, Redding, & Wallom, 2009). Advances in campus networks and emerging Web 2.0 tools for collaboration and dissemination of information coupled with web-conferencing services, could provide alternatives to campus travel thereby reducing CO2e from university’s transport sector. On most campuses, ICT is not considered when the reduction of CO2e is being discussed because most policy makers are oblivious of its contribution to the subject.

It is refreshing to notice from Table 8 that 237 (55.5%) of respondents agreed that the ICT sector has the potential to be a driver of sustainable growth. Efficient ICT tools and applications contribute to sustainable growth

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development. “ICT can assist in reshaping the demand side of our energy-dependent society, reducing energy consumption, and subsequently CO2 emissions, in areas such as electricity distribution, buildings and construction, transport and logistics among others” (CORDIS, 2012,p. 74). Likewise, Ware, Rueda-Sabater, Varela, Garrity, and Lighton (2010) said that “ICT offerings are more and more able to address environmental sustainability concerns in ways that can also be aligned with social and economic goals. This win-win approach is the focus of efforts in many cities across the world” (p. 36). Respondents were of the view that indeed ICT could be used in reducing the carbon footprint of the university. This is shown in Table 9, where 251(58.8%) agreed to the statement that ICT could be used in reducing carbon footprint of UCC, which is in line with Page’s (2009) assertion that “there has also been a greater awareness of technology’s role in global carbon emissions” (p.6). Table 10: Respondents’ Views.

Suggested areas to minimize the use of paper in UCC Source: Field data, 2013. Legend:

x Q5a-All objective questions should be computer-based instead of the current paper-based one.

x Q5b- Pasting the paper notices and advertise on campus should stop and UCC websites used instead

x Q5c- Pasting the paper notices and advertise on campus should stop and UCC emails used instead

x Q5d- Video conferencing facilities installed in all conference room for meetings

Responses Q5a Q5b Q5c Q5d Freq % Freq % Freq % Freq %

No response 22 5.1 18 4.2 22 5.2 21 4.9 Agree 229 53.6 234 54.8 242 56.7 267 62.5 No opinion 87 20.4 140 32.8 37 8.7 52 12.2 Disagree 89 20.8 35 8.2 126 29.5 87 20.4 Total 427 100 427 100 427 100 427 100

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Table 10 shows the respondents’ views on areas that paper circulation and transportation can be minimized, using the existing ICT infrastructure at the university. The respondents were of the view that quizzes that are usually in multiple-choice format should be conducted, using the existing Moodle Learning Management Systems (LMS), which is evident in the column entitled Q5a, where 229(53.6%) of the respondents agreed to the statement. Furthermore, respondents were of the view that technology such as email and website should be used in place of paper notices to communicate within the university community. These are depicted in columns 5b and 5c where 234(54.8%) and 242(56.7%) of the respondents respectively agreed on the issue. With regard to universities minimizing both travelling within and without for meetings by using video conferencing technology such as Skype and Google Hangout, etc. respondents – 267(62.5%) – agreed. Conclusion and Recommendation This paper sought to determine whether or not students of the University of Cape Coast were aware of carbon footprint and to find out ways they thought technology could be used to reduce the university’s carbon footprint. From the discussion so far the following conclusions are made. Most students have little or no knowledge of carbon neither footprint nor carbon reduction likewise their own carbon footprint. Nevertheless, they want to live a sustainable lifestyle and reduce their CO2e for a better tomorrow and also want same for the university. The university should embark on awareness campaign in this regard, which aims at the behavioural change of its stakeholders so as to impact positively on the environment such as how they use energy, what they consume etc. Thus, we advocate the establishment of environmental awareness week in the university and during such period sustainability campaigns should be organized. This should be extended to the “Hall Weeks” and “Programme Week”. During such week, a day should be dedicated to environmental and sustainability issues where students could be educated on either sustainability in general or on areas within their chosen professions. Members of the university community should be encouraged to know their carbon footprint and websites that enable people to estimate/calculate their carbon footprint. The university should also organize occasional lectures on environmental issues and incorporate environmental issues in each course of study. Finally, it is high time that ecological literacy (also referred to as eco-literacy) course was introduced in the university so that sustainability issues that lead to the “well-being of the earth” are brought to the attention of students. These

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values and behaviour learnt at the university have a long-lasting impact on graduates throughout their lives. Students are aware of the absence of carbon footprint policy. It is high time such a policy was formulated and circulated among the stakeholders within the university community. To start with, a sustainability office should be established with qualified Sustainability Officers who will help in monitoring environmental and sustainability issues as well as policy formulation. Such policy should include, among others, the university’s plans in reducing greenhouse gas emissions, carbon footprint, water footprint, and environmental footprint. Finally, such a document should include the average CO2e of the various categories of stakeholders and the university as an entity and annual percentage reduction target for the university. Most students are aware of the potential of ICT to reduce the university’s carbon footprint as well as its capability of being a driver for its sustainable growth. In this regard, the existing ICT infrastructure in the university should be fully utilized. The university should use technology such as video conferencing via Skype to conduct staff interviewing instead of asking the interviewees to travel to campus for the said purpose. The same technology and email should be used for daily transactions as a means of minimizing the sometimes needless shuttle between the south and north campuses of the university. Again, students are of the view that ICT could be used to drastically reduce paper circulation and use. Staff and students should be encouraged to share information, using ICT platforms that exist in the university so that paper circulation is reduced to the barest minimum. The resulting effect is cost saving due to the reduced quantity of purchased papers, tonner/cartridges as well as reduced energy consumption from minimal use of printing/photocopying. In situations where printing is necessary, energy-saving techniques should be encouraged such as double-sided printing of all documents from ordinary correspondences to thesis/dissertation. ICT permeates every aspect of life in the Information Age and organizations such as UCC have built and are still investing in its infrastructure. The university should fully utilize the potential of green ICT in reducing CO2e by aligning its operations with technology. Finally, an investigation of the carbon footprint of the university should be conducted.

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