1. Key Outputs, Outcomes and Innovations
The key outputs of the project include the following;
1. Project implementation committee formed to ensure project ownership and sustainability.
2. At least 2000 people trained as environmental champions at 3 workshops in Abuja and one in Nasarawa State on the request by the Honorable Minister of Environment.
3. 17 environmental clubs (ECO CLUB?S) established in 17 schools with membership strength of at least 50 students per club. At least 800 students and teachers are engaged in practical experiences and good models of climate mitigation and adaptation.
4. 10 Waste Recycling and compost structure established for effective waste management and compost production in ten schools.
5. The students now produced objects like chairs and gum from some of the recycled materials.
6. 60 SGP branded waste bins and 20 fabricated waste bin stands distributed to the 10 selected schools to help in waste segregation and effective management.
7. At least 2000 Information, Education and communication materials produced to enhance information dissemination and knowledge sharing.
8. At least 550 (Economic) fruit trees planted across 14 selected schools.
9. A block of four class rooms powered with solar and solar street light produced.
10. At least 200 students and 20 teachers engaged in knowledge sharing.
11. The design and production of reusable bags by the students.


The major outcomes include the following:

1. The over 2000 trained environmental champions have introduced environmental conservation practices and knowledge about climate change in their homes and communities leading to Green and cleaner environment by reduced bush burning and climate action.
2. Discussions are on with the Secondary School Education Board tointroduce climate change into the school curriculum.
3. Students and teachers awareness and knowledge on climate change and environmental issues increased by 60%.
4. Increased students of Government Secondary School Yaba reading time by at least 4 hours per day through the provision of solar lighting in the school and reduced carbon emissions and inhalation from the use of kerosene lanterns by 40%.
5. Increased Tree canopy, atheistic and carbon sequestration.
6. Secured partnerships with a waste recycling company to pick up collected plastics for recycling.
7. 110 Students from ten schools and 4 teachers engaged in practical experiences and hands on design and installation of solar street light and a mini solar system.
8. Secured partnership with National Park Services, Henrich Boll Foundation, Mother Earth project, Yar-Adua Foundation and the media.

? What would you say are the key innovations that make your project stand out and were critical to successful environmental, social and economic outcomes?
The design and construction of solar system by the students, the construction of waste recycling and composting structures and the planting of orchards are critical to the successful environmental, social and economic outcomes.

? How did you engage the local community and key stakeholders to participate in the project?
The local community and key stakeholders were engaged in this project from the project designing and planning stage. The project at the conceptual and planning stage did involve teachers of some of the target schools.
The implementation was equally done by the students (members of the Environmental club) with the guidance of the teachers and the project implementation committee. The monitoring and evaluation also involves are stakeholders.

? What were the principal positive aspects of the project?
The active participation of the project beneficiaries
? What were the principal deficiencies of the project?
The terminal holidays reduced the project implementation time
? Products generated by the project:
Waste recycling station
Roofing tiles from recycled plastics
Solar Street light
Reusable shopping bags


? List and discuss any innovative idea, product, process developed during this project?
The production of reusable bags, waste recycling station, and production of roofing tiles was the innovative idea developed during the project.
? List and describe (if any) all unplanned outputs and or products
Production of reusable bags, submission of petition to the Federal Government to ban single use plastics in Nigeria, production of different items like chairs, saves, roofing titles from recycled plastics by the students. The project planned the establishment of 10 Environmental clubs but after the training and capacity building of students, 50 environmental clubs were established, 16 by the implementing organization and 34 by the students themselves.
? Direct beneficiaries of Project, Capacity Building and Training/Skill acquisition
2000 students and 126 teachers trained as Environmental advocates out of which 110 trained on skills in solar design and installation. 750 trained in waste sorting, recycling and disposal.
? Describe the immediate and/or direct benefits received by the participants and/or the recipient communities?


Environmental Impact
? What measurable impact has the project had in terms of environmental protection since the beginning of the project? Where possible, please provide statistics and numbers that document the change or impact of the project over time.
The project improved proper waste disposal especially plastic waste by 90% in the project locations. This year witnessed zero bush burning and felling of Trees in the schools where Environmental Clubs were established. Water and energy conservation increased by 40%, increased tree canopy by 10% and also carbon sequestration due to tree planting. Carbon sequestration in the soil also increased due to increased composting in the schools.
The provision of solar lighting in the school reduced carbon emissions and inhalation from the use of kerosene lanterns by 40%.

? What have been the secondary benefits?
The secondary beneficiary of this project is the General FCT society and the environment, The over 2000 trained environmental champions are from different Areas Councils of the FCT and have introduced environmental conservation and knowledge about climate change in their homes and communities leading to Green and cleaner environment reduced bush burning and climate action. Also, there is increased reading time by at least 4 hour per day through the provision of solar lighting.
? How does your group measure the environmental impacts?
We measure the environmental impact of this project by comparing the state of the school (s) environment before, during and after the project implementation. The number of Trees saved, planted and nurtured by the project beneficiaries. The amount paid on water and light bills after the introduction of energy and water conservation techniques. The quantity of waste generated and compost produced.



Socio-economic impacts
? What measurable change has there been in local incomes and job opportunities? (Change in average household income, job creation, revenues, livelihood diversification, livelihood/income diversification, market access etc).
The project has trained and created job opportunities in Waste recycling, solar design and installation, compost production and organic farming. The project has constructed 10 waste recycling and compost structures in 10 schools and has linked them to up- takers of recycled materials.
Have there been secondary benefits? (Investments in infrastructure, poverty reduction, higher awareness, etc.

YES
? Have revenues from the project been reinvested into school fees, hospitals, local infrastructure, etc?
YES

Policy Impacts (Give as much facts and figures as possible)
? In what ways has your initiative advocated for policy change?
Yes! The project beneficiaries submitted a petition to the Federal Government of Nigeria signed by over 500 students seeking to ban the use of single use plastics in Nigeria. Going forward the project is initiating a bill to Ban single Use Plastics in FCT Abuja and by extension the entire country, the bill will be sent to the national assembly. Also, the project is working with the Secondary School education Board to include in the curriculum climate change and environmental education in the curriculum. This when completed will lead to policy change.

? Has there been success in influencing policy at what level (community, institution, municipal, regional) and what were the critical factors that made that success possible?
Yes! 5 schools have banned the use of single use plastics in the school community.
? Have there been any regional (subnational) or national policies or laws that were enacted or changed as a result of your project?
No
? (Biodiversity specific) Has your community engaged in the planning, implementation or review of National Biodiversity Strategic Action Plans?
No
? (Climate Change specific) Has your community engaged in the planning, implementation or review of the National Adaptation Programmes of Action (NAPAs)?
No