Novel ways to monitor and record odour issues across Kampala, Uganda
Co-funded by Àrea Metropolitana de Barcelona, ‘Kampala NOSES’ is a pilot that seeks to introduce novel ways with which to monitor and record odour issues across Kampala, with a longer-term vision of implementing new environmental reporting and governance mechanisms that are accessible to all, irrespective of literacy level, age or gender.
In Kampala, efforts to manage waste in the city are continuously overwhelmed by the ever-increasing population of city residents, increased levels of economic activity, and reduced funding from central government. Citizens complaints about odour nuisance are present in the local media and authorities lack a monitoring system with which to systematically record and ultimately improve the situation.
D-Noses role and aims
Using a highly inclusive approach, the project aims to empower children and women through science education and to increase the capacities of city officers to improve odour pollution monitoring in Kampala using citizen science. A school programme will run until Oct 2020 to educate children about odour pollution monitoring who will design and deploy an awareness raising campaign in local markets during August. At the same time, the city officers will build capacity in odour pollution management through collaboration with odour experts within D-NOSES consortium.
Progress so far
We designed a questionnaire to gather perceptions about odour pollution and market waste management. Interviews with vendors from different markets across the city identified issues related to the lack of awareness about “odour pollution” and to the inconsistent collection of rubbish, which causes nuisance to both vendors and clients.
Schools in Kampala have been closed since April and won’t open again until 2021. Options for home schooling are limited as well as teachers capacities to keep up with the curriculum. Kampala NOSES was designed to offer extra curricular activities related to science, odours, mapping and awareness raising. We reached out to schools during the summer and worked on a strategy to continue with the programme outside the class. We adapted the material so the students can carry out activities on their own while at home. A teachers’ network from seven schools has been established to help us distribute, explain and collect weekly activities