Section I: Profiling and Audit

General questions (GQ): All questions in this section are compulsory. The school contact details should match with the
details provided during the time of registration to the Green Schools Programme.

UDISE code: _______________________________________

1. Name of the school/institution:

_________________________________________________________________________________________

2. Address of the school:

City/district:

State:

Pin code:

Country:

School's landline/telephone (STD):

School's email:

3. Name of principal (Ms/Mr/Mrs/Dr):

Principal's mobile number:

4. GSP co-ordinator's name/name of teacher responsible for GSP:

_________________________________________

GSP co-ordinator's email:

GSP co-ordinator's mobile number:

5. Please select the appropriate category for your school.

(Please choose what is applicable or select ‘Other’ and specify):

Day scholar (6 hours)

Day boarding (8 hours)

Residential (24 hours)

Day scholar + day boarding

Day boarding + residential

Day scholar + residential

Day scholar + day boarding + residential

 (If 60—or 75—per cent of your school's population belongs to one category and the balance to another, select
the category the majority of students belong to. For example: If 75 per cent of the students are day boarders and
25 per cent are residential, select ‘Day boarding’.)

6. How many shifts does your school have?

Tooltip: Not applicable in case of residential school.

Morning

Evening

Both

7. How many levels does your school have?

Tooltip: If your school has classes from Grade 6 to 11, your response will be the lowest level of grade: Grade 6
and Highest level of grade: Grade 11. If your school has only one Grade (Grade 7) then your response for both
will be Grade 7.

Lowest level of grade: _________________________________

Highest level of grade: ________________________________

8. Is your school single gender or mixed gender?

Only boys

Only girls

Mixed/co-education

9. Which board of education does the school follow?

(Please choose what is applicable or select ‘Other’ and specify):

 State board of education (please specify your state): ______________________________

Central Board of Secondary Education

Indian Certificate of Secondary Education

International Baccalaureate (IB)/International General Certificate of Secondary Education

(IGCSE) combination

Other (please specify) (Tooltip: e.g. school-specific curriculum board of education, open learning):
______________________________________________________
10 a. What is the total population of the school?

Tooltip: Permanent members are students, teachers, non-teaching staff such as technical
and administrative staff, guards, etc.

1. Students (M) ___________ (F)___________

2. Teachers (M) ___________ (F)___________

3. Non-teaching staff (M) ___________ (F)___________

(housekeeping, support staff, management staff)

Total: (M)___________ (F) ___________ = _______________

10 b. How many visitors visit your school? ___________________________________

Tooltip: Visitors are students from other schools, teachers from other schools, technicians, NGOs, contractors
and labourers, vendors, chief guests, etc. Please provide the average number of visitors for any month.

11. What is your school's total number of working days in a year? ______________________

Tooltip: On an average, a day scholar school runs for 220-230 days in a year. Residential schools may have
more working days.

12. Please select the month(s) in which the GSP Audit was carried out?

Tooltip: If you conduct the audit from 15 August to 15 October, select, August, September and October.

Months Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec

Response

13. Where is the school located?

Urban area

Rural area

14. What type is your school?

Government School
 Government Aided School

Private School

According to the Census of India, an urban area has a municipality/corporation/cantonment

board/notified town area, a minimum population of 5,000 and a density of a population of at least 400
per square kilometre. The conceptual unit for urban areas is a ‘town’, whereas for rural areas it is a
‘village’. The classification of an area as an urban unit in the Census of India 2001 is based on the
following definition:

 All places declared by the state government under a statute as a municipality, corporation,
cantonment, cantonment board or notified town area committee, etc.;

 At least 75 per cent of the male working population engaged in non-agricultural economic pursuits.

As in the past censuses, well-defined outgrowths (OGs) of statutory towns have also been included in
the extended urban area. Any area not covered by the definition of urban is rural.
Air
Mission GSP

GSP makes the school community examine the air it breathes, minutely and
scientifically. It also helps it assess the impact its commuting practices and other
systems have on the atmosphere. The main objective is to assist schools evolve and
adopt the least polluting way of life.
Task 1 Choose your air audit team.
Task 2 Are the rooms in your school well-ventilated?
Task 3 How eco-friendly are the vehicles in your school?
Task 4 How do you travel to school every day?
Task 5 How good is the air you breathe in your school?

CHOOSE YOUR AIR AUDIT TEAM

You would require at least five to 10 of your schoolmates in the air audit team. The teacher coordinator may be a science or
social science teacher, with an interest in air pollution issues. Do include the school transport in-charge and the drivers of
school transport in your audit team.
Teacher:
Administrative staff:
Students:
Date: ________________________

THE UNIT OF MEASUREMENT TO BE USED IN THE AIR SECTION: SQUARE

METRE (m2)

ARE THE ROOMS IN YOUR SCHOOL WELL VENTILATED?

 For this exercise, classrooms that are occupied by students regularly should be considered. Do not add laboratories or
the auditorium.
 Openable area: Are there windows and ventilators that can be opened on regular basis and can be opened anytime?
Please do not consider/add doors.
• The exercise should be carried out for ten classrooms only. Sample size should have representation from all sections of
classes: two classrooms each from pre-primary, primary, middle, secondary and higher secondary. If your school is up
to Standard X only, then, at your discretion, you can add a class to any tier. If your school has less than 10 classrooms,
include all classrooms as sample.
• This activity is for all schools (non-air-conditioned buildings as well as air-conditioned buildings).

How many classrooms does your school have? ____________

Please fill the Table 1: Openable window-to-floor area ratio (WFRop) of classrooms in your school
TABLE 1:

Details of the X = Area of Y = Area of openable Percentage of the floor

classroom floor windows/ventilators area being ventilated

(e.g. Class ll Section B) (L x B) (square metres) ∑ (L x H) (Y/X x 100)

Total
HOW ECO-FRIENDLY ARE THE VEHICLES IN YOUR SCHOOL?
In this section, you will maintain a record of vehicles used by your school. The type of fuel used by vehicles is a critical
parameter that indicates if your vehicles are eco-friendly.

What is the ownership of the vehicles used by your school? (Please choose what is applicable.)
 School does not use or own vehicles
 Operator-owned vehicles
• School-owned vehicles
• A combination of operator-owned and school-owned vehicles
• Hired vehicles (where the vehicle is rented from a third party, remains on the school premises when not in use and is
maintained by the school)

TABLE 2a:
Tooltip: Schools that use a combination of school-owned and operator-owned vehicles have to upload information only about
school-owned vehicles. Do not add any personal vehicles.
Vehicle details Buses Cars Vans/SUVs Other Total

No. of vehicles

No. of vehicles more than

eight years old

Air conditioned

PUC done
Authorized parking*
available

Annual road worthiness

certificate (Yes/No)
Type of vehicle: This could be a bus, car, van, SUV, etc. The above is an indicative list. If the school has more vehicles, please provide as
annexures.
*For parking area, give the number of vehicles (of the total) that have designated parking areas.
Do not enter personal vehicles.

Please upload the following supporting documents on the GSP Audit Portal
• PUC certificates of not more than five buses
Uploaded files must be in one of the following formats: PDF Document (.pdf), Word Document
(.doc, .docx), Image File (.jpg, .jpeg). File size per document should not exceed 100 KB.

TABLE 2b:
Tooltip: Below is an indicative list of type of vehicles. If the school has other than the listed vehicles please provide details
in the 'Other' column.

Type of vehicles Diesel Petrol LPG CNG Electric Hybrid Bio-fuel

Buses

Cars

Vans/SUV

Other

Sub-total

Is CNG available in your area? Yes No

Is CNG available in your state? Yes No

Please upload the following supporting documents on the GSP Audit Portal
•• Fuel bills
•• Picture of school owned vehicles
Uploaded files must be in one of the following formats: PDF Document (.pdf), Word Document
 (.doc, .docx), Image File (.jpg, .jpeg). File size per document should not exceed 100 KB.

HOW DO YOU TRAVEL TO SCHOOL EVERY DAY?

• With cities growing, one has to travel far to get to school. You would be using the school bus, van or public transport to
get to school. If your house is nearby, you would be either walking or cycling. Some of you would be also taking your
personal vehicle, be it a car or two-wheeler.
 To know how the students, teachers and other staff in your school usually travel, the teacher/
•
coordinator in the team should ask individual class monitors to record the commuting practices of his/her classmates
and the teachers and forward the data to the Audit team. After completing the survey, provide the compiled information
below.
• If the students, teachers and other staff are using more than one mode of transport, the mode of
transport used to cover the maximum of the total distance should be considered. Also consider the transport mode used the
most times in a month.

TABLE 3:
Tooltip: Frequency of use in a month of a particular mode (write non-applicable in case a mode is not
used)
Mode of transport Students Teachers Non-teaching Total
staff

Sustainable motorized transport

School bus
Public bus
School transport (other than bus)
Public transport (other than bus)
Taxi four-wheeler
Taxi three-wheeler

Private vehicles

Personal four-wheeler
Personal two-wheeler

Non-polluting transport

Bicycle
On foot
Other (non-motorized)

Total

HOW GOOD IS THE AIR YOU BREATHE IN YOUR SCHOOL?

The starting point of air quality monitoring is to first study if an area has an air-pollution problem. Monitoring helps assess
levels of pollution in relation to the ambient air quality standards. Standards are a regulatory measure to set the target for
pollution reduction and achieve clean air.
Tooltip: The teacher/coordinator in the team should ask individual class monitors to find out how many students suffer from
asthma, bronchitis and other respiratory-related issues. Record the number in the field below.
How many students suffer from respiratory problems? __________________

Does the school laboratory have air quality monitoring equipment? Yes No

If the answer is no, is there an air quality monitoring station (private or government) close to your school?
Yes No
Please share details
____________________________________________________________________________________________________
___________________________
Energy
Mission GSP

GSP focuses on auditing consumption of non-renewable sources of energy in

school premises. This section establishes the current consumption levels and
practices of schools in the context of various sources of energy. The teachers
will get an opportunity to educate students about sustainable practices and the
students will learn how saving energy can help us reap a better future.

Task 1 Choose your energy audit team.

Task 2 Find out how much energy your school consumes.

Task 3 Find out how much energy the school derives from each type of energy source.

Task 4 Ascertain whether your school is using renewable sources of energy.

TASK 1 CHOOSE YOUR ENERGY AUDIT TEAM

The school administrative staff must be member(s) of your team as you would require electricity bills, fuel
consumption bills, etc. Other support staff members, such as generator attendant and electricians, are also important
contacts. It would be a good idea to rope in a physics or science teacher as well and, most importantly, a team of five
to 10 of your schoolmates in your energy audit team.

REMEMBER TO METER ALL SOURCES OF ENERGY. THIS IS THE FIRST STEP TOWARDS SAVING ENERGY.

Teacher:
Administrative staff:
Students:
Date:

THE UNIT OF MEASUREMENT TO BE USED IN THE ENERGY SECTION:

MEGAJOULE (MJ).

TASK 2 FIND OUT HOW MUCH ENERGY YOUR SCHOOL CONSUMES


Before answering these questions, please collect all the bills that your school receives for its energy consumption, e.g.
electricity, fuel and gas bills. If the frequency of any energy consumption bill is fortnightly, bi-monthly, quarterly or half
yearly, try to convert them into monthly averages.


Take an average of the bills for a minimum of four months, e.g. January to April.

Electricity: The audit team will have to get in touch with the administrative staff in the school office to procure the

electricity bills.

Diesel: Ask the generator attendant to show you the log book of fuel consumption and find out how many litres are being

used. If diesel is being used for transport, the transport in-charge will have the register or log book with details about the
amount consumed and cost paid. Remember the energy output of a generator would be taken only in terms of input, i.e. fuel
used.

Liquefied petroleum gas (LPG): Ask the mess or canteen staff how many cylinders are used in one month on an average.

Remember, each gas cylinder generally weighs 14.2 kg.

Piped natural gas (PNG): If the school has a PNG connection, ask the mess or canteen staff for a copy of the PNG bill,

which is usually raised once or twice in a quarter-year.


Make similar estimates for other fuels.

Does your school get electricity bills? Yes No

Does your school have its own vehicles? Yes No

In 1878, Thomas Edison invented the light bulb after trying more than 1,600 different filaments,
including hair from an assistant’s head!

ONE HOUR'S WORTH OF ENERGY FROM THE SUN COULD POWER THE EARTH FOR A YEAR

TASK 3 FIND OUT HOW MUCH ENERGY THE SCHOOL DERIVES FROM
EACH TYPE OF ENERGY SOURCE.
TABLE 1: Total energy consumed by the school
Source of energy Quantity consumed or Energy consumed Use
Megajoules (MJ)*
monthly average

Electricity from the board kwh

Electricity from generator (diesel) litres
Petrol litres
Diesel litres
CNG kg
Kerosene litres
Coal kg
Wood kg
Animal waste kg
Solar kwh
Wind kwh
LPG kg
PNG litres or standard cubic meter
Bio-fuel litres or standard cubic meter
Others (specify)
Total
Note: *For conversion tables, please see Annexure; in the online GSP Audit, conversion calculation will be done automatically

Please upload the following supporting documents on the GSP Audit Portal

 Picture of five-star appliances used by school

Uploaded files must be in one of the following formats: PDF Document (.pdf), Word Document (.doc, .docx),
Image File (.jpg, .jpeg). File size per document should not exceed 100 KB.

Tooltip: Mention the use in the above table:- 1. Lighting 2. Housekeeping 3. Cooking 4. Transport 5. Teaching or
learning aid 6. Burning or incineration of waste. If your school does not use a particular source of energy,
write 0.

HOW MUCH ENERGY DOES THE SCHOOL DERIVE FROM EACH TYPE OF
ENERGY SOURCE?

TABLE 2: What appliances does your school have?

Appliances/equipment Number Size BEE star rating
Air conditioners
Refrigerator
Microwave
Tube lights
CFL bulbs
LED lights
Fans

Incandescent bulbs

Please upload the following supporting documents on the GSP Audit Portal

 Picture of five-star appliances used by school

Uploaded files must be in one of the following formats: PDF Document (.pdf), Word Document (.doc, .docx),
Image File (.jpg, .jpeg). File size per document should not exceed 100 KB.

TASK 4 ASCERTAIN WHETHER YOUR SCHOOL IS USING ANY

RENEWABLE SOURCES OF ENERGY

What is the average number of sunny days in your area?

____________________________________________________________________

Does your school use solar water heater(s)? Yes No

Have any alternate sources of energy been employed or

installed at your school?

Yes No

If yes, do you use:

 Solar Wind Hydro

Combination of solar and wind Biogas

Tooltip: Do not add solar water heater(s) here. Consider only solar panels providing electricity.

In case your school uses renewable source of energy, please answer the following questions.

TASK 4.1 ADVANCED QUESTIONS FOR THE ENERGY SECTION

Did your school avail any state subsidy for installation? Yes No

(A) Solar rooftop systems

What is the installed capacity of solar photovoltaic (PV) panels on the school rooftop (in kW)?

_____________________________________________________________________________________________
___________________________________________________________

Tooltip: Installed capacity is rated (full-load) generation capacity of a power plant. A solar rooftop plant's capacity,
being small, will be expressed in terms of kilowatt (kW). The information on installed capacity will be available on
the solar rooftop plant's online performance monitoring system. Alternatively, it would also be mentioned in the
order for installation placed with the solar rooftop installer or vendor.

What is the connected load of the school (kW)?

_____________________________________________________________________________________________
__________________________________________________________

Tooltip: The connected load of a consumer is the load in kilowatt (kW) which the power distribution company has
agreed to supply to the consumer.

The electricity bill of the consumer (i.e., school) will contain this information, mentioned as connected load or just
load.

Penetration of RE is defined as share of RE installed capacity in the connected load

What is the size of invertors associated with the solar photovoltaic panel (kVA)?
_____________________________________________________________________________________________
___________________________________________________________

Tooltip: Inverters are required to convert the direct current (DC) output generated by solar rooftop systems or
batteries to alternating current (AC) for further use. In general, inverter wattage (expressed in kilo-volt-amperes or
kVA) is 20–25 per cent more than the installed capacity.

Note: For a 1 kW solar rooftop system, inverters of about 1.2 kVA are required

What operational model has been adopted for the solar rooftop system?

 Off-grid

On-grid net metering

On-grid gross metering

Tooltip: Solar rooftop systems can either be standalone (off-grid) or grid-connected.

A standalone system is wired only to a house and requires a battery back-up to store any excess power generated, or
to meet power deficits. Example: Standalone solar street lights, solar lamps, rooftop panels.

Grid-interactive systems, on the other hand, utilize the grid for storing and extracting electricity, as per the
requirement. For example, solar rooftop panels, on-ground solar panels, etc. Interactions with the grid can be
facilitated either via gross or net metering.

Under gross metering, all generated electricity is sold to the grid at a feed-in-tariff determined by the state electricity
regulatory commission. The consumer continues to procure the required power from the distribution company, as
per their tariff bracket. The bills are either settled individually or as net billing.

Under net metering, the consumer uses all the energy produced by the solar rooftop (SRT) system and relies on the
grid for any excess energy required. The consumer is only charged for the excess energy they consume, as per their
tariff bracket. Any surplus generation can be fed back to the grid.

This information will also be reflected in the electricity bill of the school as a net-metering billing would only be for
net consumption.

Generally, on-grid systems have the benefit of transferring surplus power to the grid, while in off-grid systems
surplus power may get wasted if there is not enough battery storage available.
What is the power generated by the solar rooftop panel in a year (kWh)?

_____________________________________________________________________________________________
_______________________________

Tooltip: Information on power generation by the solar rooftop system can be sourced either from the solar rooftop
plant's online performance monitoring system or from the electricity bill.

Select the operation and maintenance (O&M) practices that have been adopted for the solar plant:

Wet cleaning at least once a week

Dry cleaning daily

Annual maintenance contract with the vendor for maintenance of electrical and other technical components

Regular monitoring of the integrated software and real-time tracking of performance (usually through a smart
phone or computer)

Tooltip: Solar rooftop systems require periodic cleaning as accumulation of dust can lead to significant decline in
performance.

If your school uses non-solar renewable sources of energy, please answer the following questions.

TASK 4.2 ADVANCED QUESTIONS ON OTHER RENEWABLE ENERGY

SYSTEMS

What is the non-solar source of renewable energy (RE) at the school?

Bio-fuel

Biogas

For electricity

For cooking

Biomass

Wind

Small hydro

Other
Provide details:
_____________________________________________________________________________________________
_______________________

Not applicable

What is the installed capacity of non-solar RE system in your school (kW)?

_____________________________________________________________________________________________
________________________________________________________

Tooltip: Installed capacity is rated (full-load) generation capacity of a power plant.

What is the connected load of the school (kW)?

_____________________________________________________________________________________________
______________________________________________________

Tooltip: The connected load of a consumer is the load in kilowatt (kW) which the power distribution company has
agreed to supply to the consumer.

What is the size of invertors associated with the non-solar RE system (W)?

_____________________________________________________________________________________________
________________________________________________________

How much power is generated by the non-solar RE system in a year (kWh)?

_____________________________________________________________________________________________
__________________________________________________________

Tooltip: Information on power generation by the non- solar RE system can be sourced from the performance
monitoring system or from the bill.

Select the operation and maintenance (O&M) practices that have been adopted for the RE plant:

Annual maintenance contract with a vendor for maintenance of electrical and other technical components

Regular monitoring of the integrated software and real-time tracking of performance (usually through a smart
phone or computer)

If your school uses bio-fuels, please answer the following questions.

TASK 4.3 ADVANCED QUESTIONS ON BIO-FUELS

What are the different types of biomass used by the school?

Food waste Animal solid waste (cow dung, etc.) Wood chips and pellets

Grass, straw and dry leaves Others

How much waste is utilized by the biomass plant in a day (in kg)?

_____________________________________________________________________________________________
__________________________________________________________
For what purpose(s) is the energy from bio-fuel generated in school, used?

Electricity Heating Cooking

IF BIOGAS IS BEING USED FOR COOKING, ANSWER THE FOLLOWING QUESTIONS:

What is the approximate capacity of the biogas unit (in terms of m 3/day)?

_____________________________________________________________________________________________
__________________________________________________________
Tooltip: Likely to be mentioned on the gasifier itself or the order placed with the vendor.

Do you add water in the biogas unit? Yes No

If yes, what is the quantity of water (in litres) added per kg of waste?

_____________________________________________________________________________________________
__________________________________________________________
What are the components of the biogas unit?

Inlet pipe

Drum or chamber

Outlet pipe

Scrubber

Gas outlet

Gas pump

How many hours of cooking are done per day using biogas?

_____________________________________________________________________________________________
_________________________________________________________

What other fuel sources are used for cooking (LPG or PNG, etc.)?

_____________________________________________________________________________________________
_________________________________________________________

How many hours of cooking are done per day using other sources?

_____________________________________________________________________________________________
_________________________________________________________
Food
Mission GSP

GSP will help your school to co-ordinate, implement and monitor its canteen to
provide good-quality and nutritious food. The section will encourage students to be
more conscious of the kind of food being promoted and consumed.
Task 1 Choose the food audit team.
Task 2 Find out about the food service in your school.
Task 3 What kind of food is served/sold inside your school?
Task 4 What kind of food does your school promote?

CHOOSE YOUR FOOD AUDIT TEAM

You would require five to 10 of your schoolmates in the food audit team. The teacher coordinator may be a Science or
Home Science teacher, or a midday-meal in-charge with an interest in food and nutrition. Do include the canteen in-charge
in your Audit team.

Teacher:
Administrative staff:
Students:
Date:

FIND OUT ABOUT THE FOOD SERVICE IN YOUR SCHOOL

Tooltip: Any place, permanent or temporary, run by the school or outsourced to vendors, self-help groups or shopkeepers to
sell products during, after or before schools hours, should be considered. If the space is limited, please create the table in a
word document and upload it as an attachment. The option to upload has been provided at the end of this section.

Does your school have provision/space to sell packaged food within the campus?
Tooltip: Packaged food is any food item that is commercially prepared, processed for a long shelf life and is ready to eat or
drink.)
Yes No

Does your school serve whole day's meals? (Please answer this question only if you are a residential school.)
Yes No

Does your school serve midday meals?

Yes No

If the answer is yes, is the midday meal served under:

 Government scheme
 School's own initiative
 Other

TABLE 1:

S. no. Food item Yes No

1. Rice
2. Wheat
3. Pulses/dal
4. Vegetables
5. Egg
6. Porridge
7. Upma
8. Khichdi
9. Curd/buttermilk
10. Biscuits
11. Packaged chips
12. Bread butter
13. Sandwich
14. Packaged juice

15. Other
How many students out of total student population avail of the midday meal service provided? ______

If the midday meal is not served, do students bring their own lunch from home? Yes No

If your answer is yes, how many students out of total student population bring lunch from home?
_____________________
Please upload the following supporting documents on the GSP Audit Portal
 Photograph of lunch boxes

Of the students who bring lunch from home, how many bring packaged food?
_________________________

Of the students who bring lunch from home, how many bring home-made food?
_________________________
Do teachers have the responsibility to ensure that students carry lunch from home?
Yes No
WHAT KIND OF FOOD IS SERVED/SOLD IN YOUR SCHOOL?
Please upload the following supporting documents on the GSP Audit Portal
 Photograph of canteen selling ultra processed packaged food

TABLE 2:
Tooltip: For types and varieties of packaged food items, please mention each brand and flavour available in and around your
school. For example, if Lay's chips are available, mention if it is Baked, Herbs and Onions, Original Salted, Sunkissed
Tomatoes, American Style Cream and Onion, etc.
*Tooltip: For January put 1, for more than one month put the month's number separated by comma. For example, for May,
June, July enter 5, 6, 7
Packaged food items Please count all flavours Total no. of
items Month the
/variants available in sold on an average food
items
the school separately in a month
were sold in*

Savoury snacks and similar

packaged food like chips,
Kurkure, Cheetos, potato crisps,
corn snacks, nuts and seeds etc.

Instant noodles like Knorr, Cup-a-

Noodles, Top Ramen, Wai-wai,
Yippee, Foodles, Maggi etc.

Potato fries and burgers

Confectionery (chocolate,
candies, gums)

Ice cream

Carbonated beverages

Sugar sweetened non-carbonated

beverages

Packaged/bottled nimboo paani/

lassi/flavoured milk

Packaged/bottled energy drinks

Does your school serve traditional Indian snacks? Yes No
Tooltip: Traditional Indian snacks are any food item prepared within the school on the same day for immediate
consumption. Monitor over a period of a month.

If your answer is yes, please provide the details in the table below:

TABLE 3:

Traditional Indian snacks (non-packaged) Number of servings sold when on

the menu
(samosas, idli/vada, sambhar, pav bhaji, momos etc.)

Samosas

Idli/vada and sambhar

Pav bhaji

Momos

Others
Tooltip: If space is limited, please create the table in a word document and upload as attachment. The option to upload has
been provided at the end of this section.

Please upload the following supporting documents on the GSP Audit Portal
 Photograph of traditional food items sold in canteen
Uploaded files must be in one of the following formats: PDF Document (.pdf), Word Document (.doc, .docx), Image
File (.jpg, .jpeg). File size per document should not exceed 100 KB.

Does your school serve traditional Indian beverages? Yes No

Tooltip: Traditional Indian beverages are any drink items prepared within the school for consumption on the same
day. Monitor over a period of a month.

TABLE 4:

Traditional Indian beverages (non-packaged) Number of plates sold when

on the menu
(nimboo pani, salted butter milk, sweet lassi, etc.)

Nimboo pani

Sweet lassi

Salted buttermilk

Aam panna

Others
Tooltip: If space is limited, please create the table in a word document and upload as attachment. The option to upload has
been provided at the end of this section.

If your answer is yes, please provide details in the table above:

Please mention all the snacks available in your school. The list above is only indicative. Give descriptions below for rare
local snacks/drinks served in your school.

WHAT KIND OF FOOD DOES YOUR SCHOOL PROMOTE?

Does your school allow the students to bring packaged food items (from home) for lunch?
Yes No

Does the school distribute packaged food items as rewards during school events?
Yes No
Tooltip: KitKat chocolate as consolation prize or food/discount coupons of Dominos/Pizza Hut

If your answer is yes, please provide details:

__________________________________________________________________________________________________
__________________________________________________________________________________________________
____________________________________________

Does the school distribute chocolates/similar products as refreshments during school events?
Yes No

If the answer is yes, please provide details:

__________________________________________________________________________________________________
__________________________________________________________________________________________________
_____________________________________________
Tooltip: Fanta, small packets of chips or Kurkure, etc.

Are your school events such as quiz shows, talent shows, debates sponsored by food companies/brands?
Yes No

If your answer is yes, please provide the names of sponsors:

__________________________________________________________________
Tooltip: Complan, Quaker Oats
If your answer is yes, are banners, brochures, hoardings, stalls etc. put up during the events?
Yes No

SCHOOL INITIATIVES
Does your school measure height and weight of all the students? Yes No
If your answer is yes, how regularly is height and weight of the students measured?
 Monthly
 Quarterly
 Biannually
 Annually

Is cooking part of any regular subjects or extra curricular activities? Yes No

If the answer is yes, please share the details

_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________
Land
Mission GSP

GSP acts as a tool to explore, identify and document the living resources within
your school premises. The audit process helps the school community draw up a
roadmap for sustainable use of its land.
Task 1 Choose your land audit team.
Task 2 Measure the critical areas of your school campus.
Task 3 Find out how many species of plants and animals your school has.
Task 4 Find out if your school uses chemical-based pesticides.

CHOOSE YOUR LAND AUDIT TEAM

Your school gardener is certainly the best person to be a part of your land audit team. Make sure your Biology or
Geography teacher joins your team. Just like in all the other teams, five to 10 of your committed and interested
schoolmates would make a strong team. Try and involve some students of the photography or painting clubs of your
school.

Teacher:
Administrative staff:
Students:
Date:

THE UNIT OF MEASUREMENT TO BE USED IN THE LAND SECTION: SQUARE

METRE (m2)

MEASURE THE CRITICAL AREAS OF YOUR SCHOOL CAMPUS

TO COLLECT DATA: The total constructed area can be sourced from the building construction plan of your school, which
will be available in the school office. Otherwise, measure the constructed spaces and use the formulae to calculate the
areas of various shapes, such as square or rectangle, and add them all.

To know more about the critical areas which the Land Audit team will have to measure, refer to GSP Website - Knowledge
Bank: [Link]

WHAT IS THE SITE/PLOT AREA OF YOUR SCHOOL? ____________________m2

Please complete TABLE 1: Total green cover

TABLE 1:

A Ground coverage area m2

B1 Green landscaped area on ground m2
B2 Play area that has grass on ground m2
B Green area on ground (B1 + B2) m2
C Play area that is paved/concrete on ground m2
D Surface parking area m2
E Service area on ground m2

Ideally, the green area on the ground should be 35 per cent of the total site area, out of which 15 per cent should be from
green landscape area on ground.
TABLE 2:
F Roof and terrace area m2
G Green cover on exposed roof and terrace m2
H Total built-up/constructed area m2
I Total number of floors (excluding ground floor)
Tooltip: Please give number of floors only

TABLE 3:

Description Primary school m2 Secondary school m2

Composite school m2
Built-up area 1.80 3.40 2.60
per student
Playfields 1,000 10,000 10,000
Plot area other Two–three times the built-up area (on all floors),
depending on
playfields the number of storeys

Note: The table above is modified from Indian Standard Institute IS-8827-1978
 EXPLORE THE NUMBER OF SPECIES OF PLANTS AND ANIMALS
IN YOUR SCHOOL

This task will help you to understand the number and variety of plants and animals that your school campus supports.
Identify and count the various species of plants and animals in your school.

TO COLLECT DATA:
Make two teams of students—one for plant species and the other for animal species. Get the school gardener and Biology
teacher to accompany them. Count plant species and animal species visible to the naked eye. While counting plant species,
exclude weeds and count all grasses as one species. Animal species should include insects, birds, amphibians, reptiles,
mammals, etc.

Native (definition): Species that occur naturally within a region, either evolving there or arriving and becoming established
without human assistance.

Exotic (definition): An exotic plant or animal, which is invasive and is a species that meets the following conditions:
1. Originates outside the local area (India).
2. Has the potential to spread over large areas on its own.
3. Once established, has the potential to out-compete native species in the wild.

HOW MANY SPECIES OF PLANTS AND ANIMALS EXIST IN YOUR SCHOOL? PLEASE COMPLETE THE TABLE
BELOW.

TABLE 4:
Native Exotic Total
Plants
Animals

FIND OUT IF YOUR SCHOOL USES CHEMICAL-BASED

PESTICIDES

Do you use chemical-based pesticides in your school green cover?

Yes No

Please upload the following supporting documents on GSP Audit Portal:

 Pictures of green cover
 Pictures of landscaped area
 Building construction plan

Uploaded files must be in one of the following formats: PDF Document (.pdf), Word Document (.doc, .docx), Image File
(.jpg, .jpeg). File size per document should not exceed 100 KB.
SOMETIMES PEOPLE USE BANNED PESTICIDES BECAUSE THEY ARE
CHEAP. BUT THEY HAVE SERIOUS SIDE-EFFECTS.
Water
Mission GSP

GSP helps the school community become familiar with its water. The tasks
establish current consumption levels and practices of water use, disposal and reuse
in the school.
Task 1 Choose your water audit team.
Task 2 How much water does your school use?
Task 3 What are the sources, supply and storage of water in your school?
Task 4 What water conservation practices are followed in your school?
Task 5 Does your school harvest rainwater?
Task 6 Are the plumbing and sanitation facilities in your school adequate?
Task 7 Does your school reuse/recycle wastewater?
Task 8 Does your school reuse treated wastewater?

CHOOSE YOUR WATER AUDIT TEAM

Before you start, you must put together a team. An ideal team would consist of one teacher (Science or Social Science) to
guide you during the audit. You would also require the help of the administrative staff of your school and other staff, such
as the plumber, electrician and other maintenance staff. And, most importantly, five to 10 of your schoolmates.

Teacher:
Administrative staff:
Students:
Date:

THE UNIT OF MEASUREMENT TO BE USED IN THE WATER SECTION IS

LITRE (L).

HOW MUCH WATER DOES YOUR SCHOOL USE?

To start your water campaign, the first step is to know how much water the school actually uses for its day-to-day
functioning. The next step would be to measure the amount used directly from the source:—bore wells and pipelines. This
way you will account for the entire amount used per day.

Calculate your school's water consumption per activity:

Tooltip: The school will use a glass (250 ml) for drinking during the audit period. They should know the volume of the flush
tank (if they have a flush) or volume of bucket they use for washing clothes, etc.
To measure the total water used in the kitchen, before commencing an activity measure the quantity of water (in litres) that
could be used. For example, use buckets, utensils and jars of known volume. Please monitor over a period of 15 working
days.

To measure the total water used in gardening, first find out what the method of watering the garden is.
 If water from water storage tank is used with hose pipes, measure the capacity of the storage tank. Fill the storage tank
before the watering session. After watering the plants, measure the water left in the tank. Subtract the quantity of water
left in the tank by total storage capacity of the tank.
 If garden is watered manually with buckets, measure the capacity of the bucket and multiply this by the number of
times the bucket is filled to water plants.
 If sprinkler irrigation is used to water the garden, measure the quantity of water released by the sprinklers and multiply
it by the times the sprinkler system works.

The observations should be carried out when more than 90 per cent of students are present in school.

TABLE 1:
S. no Activity Total quantity
(litres per day)

1. Drinking
2. Toilet flushing
3. Personal cleaning
4. Washing clothes
5. Cooking
6. Cleaning utensils
7. Washing vegetables
8. Mopping floors
9. Gardening
10. Other
Total
WHAT ARE THE SOURCES OF SUPPLY AND MEANS OF
STORAGE OF WATER IN YOUR SCHOOL?
Your school would be sourcing water from any one or a combination of sources. The water audit team will track the supply
system and find out how many sources of water are used.

The following questions will help students understand where their water is coming from at a cost.
• The audit team will have to interview the administrative staff to get information for this section.
• Your school will have multiple sources as well as multiple suppliers. Please choose accordingly.
• This activity has to be done during any one month in the audit period (July–October). Ideally, the activity is done best
in September when the weather is not very hot and consumption could be lower than in the summer months.
Where does the water your school uses, come from?
(Tick the correct option/s):
Groundwater
Surface water
Rainwater
Recycled wastewater

Who supplies the water in your school? (Tick the correct option/s):
Municipality
Panchayat
Public Health Engineering Department (PHED)
Private supplier
School's own supply (bore well, rainwater harvesting facility, etc.)

Does the school get daily water supply? (Tick any one option): Yes No

If supply of water is daily, please tick any one:

≤1 hours
2–6 hours
7–12 hours
13–18 hours
19–24 hour

If supply of water is not daily,

please tick any one:
≤1 day
Two days a week
Three days a week
Every alternate day in a week

WHAT ARE THE WATER CONSERVATION PRACTICES

FOLLOWED IN YOUR SCHOOL?

TABLE 2:
Tooltip: Please tick 'Yes' if your school follows the following practices (do upload images/jpegs online, where relevant):

Water conservation practices Yes No

Does your school have a water and sanitation policy?
If your school has an eco-club, do they have a team for monitoring water consumption?
Do all tanks in the school have float valves installed to stop overflow?
Do the drinking water points have spill proof taps to check overflow?
Does your school use appliances with a quick-wash setting?
Are dual flush systems installed in the toilets?
Does your school encourage bottled water for drinking water?
Does your school grow local plant species that require a limited amount of water to
grow?
Has your school initiated any water conservation steps in the school or outside
in the past one year?
Does your school use a drip irrigation or sprinkler system?
Does your school take any other step taken for water conservation?
(If the answer is yes, please specify what.)
Does your school use any water purification technology?
(For example: RO machine/plant)

Please upload the following supporting documents on the GSP Audit Portal
 Water policy
• Sanitation policy
• Photograph of storage tanks with all necessary fitments
• Photograph of local plant species
• Photograph of drip irrigation system or sprinkler system
Uploaded files must be in one of the following formats: PDF Document (.pdf), Word Document (.doc, .docx), Image
File (.jpg, .jpeg). File size per document should not exceed 100 KB.

DOES YOUR SCHOOL HARVEST RAINWATER?

Rainfall (precipitation) is the primary source of freshwater on land. In this section, you will find out how much rainwater your
school can catch, and how much your school can harvest it. Rainwater harvesting is a traditional, time-tested method of
collecting rainwater and using it to recharge groundwater or storing it for other uses.

Tooltip: To know the types of catchment turn to page 106 or refer to GSP Website - Knowledge Bank:
[Link]

Do you have rainwater harvesting (RWH) system in your school? Yes No

Please upload the following supporting documents on the GSP Audit Portal
 Photograph of rainwater harvesting system

If yes, does your school harvest different catchments? Yes No

If ‘Yes’ please tick what is applicable to your school:

Rooftop
Paved
Unpaved
Rooftop + paved
Paved + unpaved
Rooftop + unpaved
Rooftop + paved + unpaved

How does your school harvest rainwater?

 By storing
By recharging groundwater
Combination of both

If your school only stores rainwater, please select the use of stored rainwater:
Drinking
Gardening
Mopping
Toilets
Washing vehicles
Kitchen (cooking/washing vegetables and utensils)
Shower, brushing teeth, bathing, hand washing
Swimming pool
Firefighting
Desert coolers
Does your school have rainwater storage tank? Do upload images/jpegs online, where relevant.

Yes No

If yes, please provide:

a. Total number of storage tanks: ____________________

b. Total capacity of each storage tank (litres): _______________________________

c. Location of tanks:
Underground
Above ground
Semi-underground
Underground + above ground
Above ground + semi-underground
Underground + above ground + semi- underground

d. Material options for tanks (please tick what is applicable):

PVC
RCC
Brick
Combination of PVC + RCC + brick

Please share the details about filters (please tick what is applicable):
a. Where is your filter unit?
Before storage tank
Before recharge system
Before both storage tank and recharge system
We do not use filters

b. Types of filter used in your school:

Sand gravel filter
Charcoal filter
Readymade online filter
 Chemical used

Does your school have groundwater recharge structure? Do upload images/jpegs online, where relevant.

Yes No

If your answer is yes,

a. Please share the total number of groundwater recharge structures_________________
b. Please tick the type of groundwater recharge structure used in your school:
Percolation pit/tank
Recharge through abandoned dug well
Recharge through abandoned tube well/bore well
Recharge pits
Recharge trenches
Recharge through ponds/waterbodies
Soak pit

If your school practices rainwater harvesting, what is the ratio between storage and recharge?
Storage = recharge
Storage > recharge
Recharge > storage
Only recharge
Only storage

How much area in your school is harvested?

10–20 per cent
20–30 per cent
30–40 per cent
40–50 per cent
50–60 per cent
60–70 per cent
70–80 per cent
80–90 per cent
90–100 per cent

Please select (from the list given below) the rainwater harvesting structures present in your school:
Conduits
Gutters
Filter unit
First flush
Storage tank
Collection sump
Pump unit
Recharge structure

Please share the maintenance and monitoring details of rainwater harvesting structure/s of your school by answering the
questions below:
a. Rate your catchment on cleanliness (please upload pictures on GSP Audit Portal):
Good
 Average
Poor
b. Does your school clean your catchment and RWH system? Yes No
If yes, please specify when does your school clean the catchment and RWH system?
Pre-monsoon
Post-monsoon
Does not follow any such pattern
c. Does your school monitor the groundwater level? Yes No
If the answer is yes, please specify when your school monitors the groundwater level.
Pre-monsoon
Post-monsoon
Does not follow any such pattern

d. What is the trend of groundwater level in your school across the year?
i. Decrease in groundwater level
If there was a decrease, please specify:
Less than a metre annually
1-5 metre annually
More than 5 metres annually

ii. Increase in groundwater level

If there was an increase, please specify:
Less than a metre annually
1-5 metre annually
More than 5 metres annually

iii. No change

e. Is there any improvement in the groundwater quality at your school after the implementation
of the rainwater harvesting structure? Yes No

(This question is for schools whose RWH structure is more than one year old)

If your school does not have rainwater harvesting structure(s), you can calculate the rainwater
harvesting potential ________________________litres

Tooltip: The formula is given on page 106.

ARE THE PLUMBING AND SANITATION FACILITIES IN YOUR
SCHOOL ADEQUATE?

Hygiene and sanitation facilities are vitally important for a child's health. Lack of these hamper attendance, especially of girls
in senior grades.

TABLE 3:
Tooltip: Toilets for women include wash basin(s) and water closet(s); toilets for men include wash basin(s) and water
closet(s), and may or may not include urinals.
Infrastructure details Yes No
Does the school have separate toilets for males and females?
Are there sufficient toilets* for women in your school?
Are there sufficient toilets** for men in your school?
Are the toilets accessible and safe to use for children?
Are the toilets accessible and safe to use for differently abled children?
Are the toilets accessible and safe to use for differently abled staff
(teaching and non-teaching)?
Are the toilets situated in the right location in terms of privacy and safety?
Is there sufficient light during day time?
Are soaps available in toilets before and after lunch time for washing hands?

Note: * Toilets for women include wash basin and water closet.
** Toilets for men include wash basin and water closet and may or may not include urinals.

How many drinking water taps do you have?

__________________________________________________________________________________________

How many hand pumps do you have?

____________________________________________________________________________________________________
_

How many ablution taps (taps used for washing hands only) do you have?
_____________________________________________

How many water closets (used for defecation and urination) do you have?
_____________________________________________

How many urinals (used for urination only) do you have?

_______________________________________________________________________

How many other water outlets (for example: taps in playfields, sprinklers, swimming pool) do you have?
____________________________________________________________________________________________________
___________________________________________________________
Please share details about water supply and cleaning of toilets in your school:
a. Is there a water storage system in place to supply water in the toilets?
Yes No

b. Is the water supply sufficient?

Yes No

c. Are the toilets cleaned?

Yes No
 If yes, please specify
Once a day
Twice a day
More than twice a day

DOES YOUR SCHOOL REUSE/RECYCLE WASTEWATER?

Water recycling is the process of treating waste or used water in order to upgrade its quality, so that it can be used again.
When water used once is used again, it is reused.

Does your school have a wastewater treatment facility? Do upload images/jpegs online, where relevant. Yes
No

a. If your answer is yes, please specify the fate of treated wastewater:

i. Where does the water get treated?
Inside your school
Outside your school

ii. Who treats the wastewater outside your school?

Municipality
Physical Health Engineering Department (PHED)
Panchayat
Community-driven initiative

b. If your answer is no, please specify the fate of wastewater:

Wastewater flows directly to the drains
Wastewater is used for groundwater recharge
Wastewater is used for gardening and horticulture

Does your school buy treated wastewater? Yes No

DOES YOUR SCHOOL REUSE THE TREATED WASTEWATER?

Does your school reuse the wastewater from RO plant or air-conditioner drain pipes ?
Yes No

If yes, how does your school reuse wastewater from RO plant or AC?
Used for cleaning purposes (mopping, washing vehicles, etc)
Used for gardening and horticulture
Flushing

If no,
 Wastewater flows directly to the drains

Does your school reuse the treated wastewater?

Yes No

If yes, how does your school reuse wastewater?

Gardening and horticulture
Flushing
Recharge groundwater
Cleaning (mopping, washing vehicles, etc)

If no, please specify the fate of wastewater?

Wastewater flows directly to the drains
Used for groundwater recharge
Used for gardening and horticulture

Please upload a flow chart (hand drawn) of the wastewater treatment process.
Uploaded files must be in one of the following formats: PDF Document (.pdf), Word Document
(.doc, .docx), Image File (.jpg, .jpeg). File size per document should not exceed 100 KB.
Waste
Mission GSP

GSP motivates the school community to find out what kind of waste the school
generates and measure the actual volume. The audit will help the school assess its
collection and disposal practices and understand how efficiently (or ineptly) waste
is managed within your school premises. GSP's objective is to create zero-waste
zones in every school in the country.
Task 1 Choose your waste audit team.
Task 2 What is the system of waste segregation in your school?
Task 3 How much waste does your school generate?
Task 4 How much waste does your school treat/recycle/reuse?
Task 5 How does your school dispose of waste?
Task 6 What initiatives has your school undertaken to minimize the waste it generates?

CHOOSE YOUR WASTE AUDIT TEAM

The housekeeping and cleaning staff of your school shall be the core members of your team, as you will have to enlist their
help at every task. A teacher with interest in waste and five to 10 students will be ideal for your team. Administrative staf f
is important as they will provide the permissions required for the housekeeping staff to work with you.

Teacher: Teacher:
Administrative staff:
Students:
Date:

The unit of measurement to be used in the Waste section is kilogram (KG).

WHAT IS THE SYSTEM OF WASTE SEGREGATION IN YOUR

SCHOOL?

Does your school segregate solid waste? Yes No

If yes, who segregates the waste at source?

Students, teachers and all the staff
Housekeeping (sweeper)
Gardener
Ragpickers
Other

How many categories does your school segregate waste into? (please fill Table 2 on page 51)
 Two
Three
More than three

If your school segregates waste into more than three categories, mention the
categories________________________________
__________________________________________________________________________________________________
______________________________________________________

HOW MUCH WASTE DOES YOUR SCHOOL GENERATE?

Determine the quantity of waste generated in your school (in kilogram) and complete the table.

Tooltip: Please note that some categories of waste may happen daily, weekly, monthly, biannually or annually. Please
convert these to monthly averages before filling the table below.

THE MORE YOU RECYCLE, THE MORE YOU SCORE. THE LESS YOU DISPOSE OF,
THE MORE YOU SCORE. THE MORE YOU SCORE, THE MORE YOU GAIN.
Table 1 A. Biodegradable/Wet Waste
How much waste does your school generate?Quantity of solid waste generated
(monthly average in kg)

Garden/horticulture waste
Kitchen waste—Raw
Kitchen waste—Cooked
Wet waste from classrooms etc.
Total amount of waste
Per capita waste generation

Table 1 B. Dry/recyclable waste

How much waste does your school generate?Quantity of solid waste generated
(monthly average in kg)

Plastic
Paper
Wood or classroom furniture
Glass
Metal
Thermocol
Tetra packs
Total amount of waste
Per capita waste generation

b(1)Is your school a single-use plastic-free zone? ?

Yes No

b(2)Does the school give plastic items during meetings and events or to the visitors? ?
Yes No

b(2)(a)If yes, please provide details:

b (3) Which material is mostly used to wrap prizes/awards at school events?

Cardboard
Paper and/or newspaper
Plastic
Others, such as fabric and leaves

b (4) Please select the material that your school mostly uses to display information for
events such as quizzes, talent shows, debates on the noticeboard?
Fabric
Paper
Poly Vinyl chloride (PVC) Flexible Sheets / Flex plastic sheets
Others such as metal, glass, etc.

2How do you dispose of sanitary waste?

Incinerator that complies with the standards?
Tooltip: While procuring the incinerator machine, the following crucial points should be kept in mind:

Sent to a nearby common biomedical waste treatment facility (CBWTF)

Burnt inside/outside the school campus
Given to the municipal waste collector
Not applicable

Please upload supporting documents:

● If sanitary waste is sent to a nearby medical facility, please upload a picture of the sanitary waste receipt certificate provided
by the facility/facilitator.

4 Where do students dispose of their non-infected single-use masks and/or gloves used
to provide protection against COVID-19?
Mixed bin
Yellow/separate bin for COVID waste
Dry waste bin
We use reusable masks and/or gloves

Table 1 C. Domestic hazardous waste

How much waste does your school generate?Quantity of solid waste generated
(monthly average in kg)

Hazardous and toxic waste

(Paints, lab waste, etc.)
Oil from diesel generator sets
Total amount of waste
Per capita waste generation

Table 1 D. E-waste
How much waste does your school generate?Quantity of solid waste generated
(monthly average in kg)

E-waste
Per capita waste generation

Table 1 E. Biomedical waste

How much waste does your school generate?Quantity of solid waste generated
(monthly average in kg)

Biomedical waste such as syringes, band-aids,

expired medicines etc.
Per capita waste generation

Table 1 F. Sanitary waste

How much waste does your school generate?Quantity of solid waste generated
(monthly average in kg)

Sanitary waste
Per capita waste generation

Table 1 G. C & D waste

How much waste does your school generate?Quantity of solid waste generated
(monthly average in kg)

Construction and demolition waste

Per capita waste generation

WASTE COLLECTION

TABLE 2:
Tooltip: Students will have to count the number of waste disposal points in the school as, for instance, one dustbin, two
dustbins or more. If there are no dustbins, please say zero (0)
Area Total no. No. of No. of No. of No. of No. of
of waste waste waste waste waste waste
collection collection collection collection collection collection
points points with points with points points with points
no bin one bin with two bins with
(mixed one bin (wet & dry) three
waste) (for only bins or
dry waste) more

Classrooms
Playgrounds
Common area
(e.g. reception,
corridors)
Staffroom
Laboratory
Canteen
Clinic/sick room
Library
Toilets
Others

Total
Tooltip: Collection points are the areas (classrooms, playgrounds, etc.) where dustbins have been placed
HOW MUCH WASTE DOES YOUR SCHOOL TREAT/RECYCLE?

To collect data: Find out whether your school has any waste recycling facility such as a compost pit, paper recycling
machine, etc. If you have a paper recycling unit, the person in charge will definitely be recording the input and output from
the unit. If the school is selling newspapers or bottles or metal scrap to the local waste dealer (kabadiwala), that can also be
included in the quantity recycled.

Does your school recycle any generated waste? Yes No

Tooltip: In kg/day or kg/month, you can check daily waste generation and then find out how much of it goes for recycling
or treatment.

If the answer is yes, please provide quantity of what is applicable in Table 3.

If the answer is no, please move to the next question.

TABLE 3:
Type of waste Quantity of waste recycled per month
(in kilogram, frequency may differ)

Garden waste/horticultural waste

Kitchen waste–Raw
Kitchen waste–Cooked
Wet waste from classrooms etc.
Plastic
Paper
Wood, classroom furniture
Glass
Metal
Thermocol
Tetra packs
Hazardous and toxic waste (paints, lab waste, etc.)

Oil from diesel generator sets

Type of waste Quantity of waste recycled per month
(in kilogram, frequency may differ)
E-waste
Biomedical waste such as syringes, band-aids,
expired medicines etc.
Sanitary waste
Construction and demolition (C & D) waste

Total (in kilogram)

Does your school have a composting facility? Yes No

Please upload the following supporting documents on the GSP Audit Portal
 Composting pit
 Manure from composting

(a) If yes, what is the methodology used?

  Natural composting with/without added microbes
  Vermi composing
  Mechanical composting (with electricity/machines)
 Other: ____________________________________________________________
•
(b) If yes, what is the quantity of compost that is generated per month in kilograms?
_____________________________________________________

(c) What is the purpose of the compost that is generated per month?
 For horticultural purposes
 For school garden
 For sale
 For charity

Does your school encourage students and teachers to reuse textbooks? Yes No

Please fill Table 4: Waste recycling practices followed in school to understand whether waste recycling
procedures are applied to waste.

TABLE 4:
Category of waste Local scrap Authorized Dumped at Internal
collector dealer a designated procedure
(kabadiwala) community site

Paper (e.g. used notebooks, used

examination paper, subscription
newspaper and magazines)

Plastic (e.g. plastic bottles)

Horticultural waste
E-waste (e.g. broken, unusable
computers)
Hazardous waste (e.g. diesel
fuel, battery)
Wood, glass, metal

Biomedical waste (e.g. waste from

the nurse's room in school,
such as band-aids, syringes)
Please upload the following supporting documents on GSP Audit Portal:
 Pictures of recycling units—paper recycling machine, selling paper to kabadiwala, recyclers, etc.,
Uploaded files must be in one of the following formats: PDF Document (.pdf), Word Document
(.doc, .docx), Image File (.jpg, .jpeg). File size per document should not exceed 100 KB.

Does your school have the following? If yes, please give the numbers of items in working condition and
those that are not.

TABLE 5:
Tooltip: Please give the numbers of items in working condition and those that are not. Kindly check the store room of the
school and find out equipment that are lying unused because of maintenance and operation issues. Also count the number of
equipment in working condition. This will help to inventorize electronic waste.
Item Total no. of BEE star Working Non-working
items rating condition condition
TVs
VCR or DVD players
Refrigerators and freezers
Washing machines
Air conditioners
Heaters
Microwaves
Ovens
Toasters
Electric kettles
Personal computers (CPU, mouse,
screen and keyboard included)
Laptop computer (CPU, mouse,
screen and keyboard included)
Notebook computers
Notepad computers
Printers
Copying equipment (photocopiers)
Projectors

Whiteboards

Item Total no. of BEE star Working Non-working

items rating condition condition
Electrical and electronic typewriters
Pocket and desk calculators
Fax machines

Telex
Telephones
Pay telephones
Mobiles
Answering systems
Induction cookers

Geysers/water heaters
Do you know that your e-waste can be collected by an authorized dealer or dismantler?

Yes No

Please upload the following supporting documents on GSP Audit Portal:

 Certificate of disposing e-waste from authorized dealer/dismantler
Uploaded files must be in one of the following formats: PDF Document (.pdf), Word Document
(.doc, .docx), Image File (.jpg, .jpeg). File size per document should not exceed 100 KB.

Who collects your e-waste, when not in working condition?

 Kabadiwala/scrapdealer
 Taken back by manufacturer/vendor
 Authorized dealer
 Authorized dismantler
 Other _______________________________________________________________
HOW DOES YOUR SCHOOL DISPOSE OF WASTE?

What is the final destination for waste that is disposed of externally from your school?
 Open dumping
 Designated dumping site (dhalao)
 Landfill site
 Don't know

Please upload the following supporting documents on GSP Audit Portal:

 Pictures of housekeeping staff disposing different types of solid waste

Does your school burn waste? Yes No

(a) Where does your school burn waste?

  Inside the school
  Outside the school

(b) What kind of waste is burnt/incinerated?

  Horticultural
 Plastic
  Tyres
  Paper

SCHOOL'S INITIATIVES
It is important to appreciate the initiatives taken by the management on issues related to waste. The management's
approach to these issues can be assessed in the following way: Seek an appointment with the Chairperson, Manager and
Principal of your school and ask them the following questions:

Does the school have a policy on waste? Yes No

Please upload the following supporting documents on GSP Audit Portal:

 Waste policy

Are there awareness drives with regard to Reduce, Recycle and Reuse? Yes No

Please upload the following supporting documents on GSP Audit Portal:

 Photograph of various school initiatives e.g. rally, debates, street play, art competition, etc.

What form do these awareness drives take?

 As part of the curriculum
 As part of extracurricular activities, such as guest lectures
 By showcasing posters and stickers

Is the study of the environment integrated into the curriculum? Yes No