CHAPTER 2

Age
The Theory of Planned Behaviour (TPB) by Ajen (1991) states that an
individuals behavioral beliefs, normative beliefs and control beliefs respectively
determine his/her attitude towards a given behavior, subjective norm, and perceived
behavioral control, which collectively influence the behavioral intention and actual
behavior of the individual when participatory decisions in an action are voluntary and
under an individuals control. The research reasons that the background or socioeconomic profile of an individual, particularly ones age, influences their attitude,
subjective norm and perceived behavioral control thus determining the behavioral
intention/actual behavior e.g. level of awareness, knowledge and practices of solid
waste management.
Age has been expected to play a significant role in waste management, as
maturity could affect level of awareness on environmental health and sanitation, as
well as how the environmental attitudes of young people appear to be crucial as they
ultimately play a direct role in providing knowledge-based solutions to incoming
environmental problems (Bradley et al., 1999; Eagles and Demare, 1999). Another
study conducted by the Organization for Economic Cooperation and Development
(2014) found out that middle-aged and older people are more involved in waste
separating and recycling activities. Since older people tend to comply more with
social norms, it is expected that with such sense of responsibility, they also end up
producing lesser waste. This is further supported by a study conducted by Ukpebor
(2009) in Nigeria, wherein data on age shows that subjects are matured adults
whose reasoning level as regard household waste and management is expected to
be high and thus facilitate public involvement in solid waste management process. In

addition, age, gender, educational status, and amount charged for waste collection
services had been identified as factors influencing solid waste management in highly
populated cities like Ibadan and Lagos (Ajani, 2007).
One of the common reasons why waste management is not that widely
implemented is because of the fact that most of the community residents themselves
have poor knowledge about the practice, including its benefits and importance to our
environment. That there is a lack of measures aimed at informing the public about
the causal connection between environmental balance and waste generation, and no
provision has been made for a long-term evaluation which would make it possible to
examine whether the measures are helping to reduce environmentally related
problems in a cost-effective manner. Although inadequate management of solid
waste might be attributed to numerous factors, it is essential to emphasize the role of
community residents, their attitudes, their waste handling practices, and their
interactions with other actors in the waste system because they are the main endusers of waste management facilities. Thus, it is determined that the promotion of
environmental information and public education and implementation of community
action programs on disease prevention and health promotion will greatly enhance
environmental friendliness and safety of the community.
Increasing ones knowledge can foster positive attitudes and build safe
practices among populations, and what better way to promote this endeavor in
schools, where at a young age, children can still be easily molded into responsible
members of the community and easily absorb all the values that have been taught to
them. Waste management is a serious environmental problem in schools, and
students are aware of it. Hence, school environmental programs, although
addressed to students, if properly channeled can also influence the environmental

knowledge, attitude and behavior of adults. Environmental education in the school

sector should provide opportunities for students and teachers to engage in actions
and behavior that impact positively towards achieving a more sustainable school
environment. The introduction or integration of waste management concepts and
themes through environmental education and school curriculum at all levels will not
only improve students understanding of waste management, but more likely to
change their seemingly unfriendly waste management attitude and practices.
Another aspect that is important to pay special attention to because of its
practical consequences on environmental education, is teacher training and
sensitivity about environmental matters. For example, where the environmental
education nowadays is included in some way in most of the basic education
curricula, but teachers are not qualified to teach it. Most, if not all of us know very
well that teachers are usually viewed as role models for children. Whatever they say
or do, the children will typically follow. Thus the teachers interest in environmental
issues seems to affect childrens learning processes. The knowledge, that an
individual continues to gain and nurture as one ages, on the current status of waste
disposal options and level of awareness of solid waste management will also help
the government and sectors involved to take action to establish sound environmental
education and awareness on waste management. That in waste, there is gold. That
there is the need to enlighten the students and the populace by extension on the
wealth inherent in their organic, plastic and paper wastes.
It is important to note that the exact relationship of age to waste management
is not definite. Although there are significant differences observed in students
knowledge and practices according to class of study, there is no significant difference
in their attitude. With respect to age, students differ significantly in knowledge and

practices only and is yet to have any statistical significant influence on attitudes
associated with waste management (Jatau, 2013).