Waste Management 28 (2008) S27S32

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Waste Management
j o u r n a l h o m e p a g e : w w w . e l s e v i e r. c o m / l o c a t e / w a s m a n

Integral urban solid waste management program in a Mexican university

R.M. Espinosa a,*, S. Turpin a, G. Polanco a, A. De laTorre a, I. Delfn b, I. Raygoza a
a
b

Universidad Autnoma Metropolitana Azcapotzalco, Avenida San Pablo 180, C.P. 02200, Mexico City, Mexico
Universidad Nacional Autnoma de Mxico, FES Iztacala, Mexico

a r t i c l e

i n f o

Article history:
Accepted 28 March 2008
Available online 30 June 2008

a b s t r a c t
The Azcapotzalco campus of the Universidad Autnoma Metropolitana (UAM-A) has implemented an
Integral Urban Solid Waste Management Program, Segregation for a Better UAM Environment (Separa
ccin por un mejor UAMbiente). This program is directed to create awareness and involve the academic
community of the UAM-A concerning the problem of solid wastes, at the same time fulfilling the local
environmental legislation. The program consists in separating solid wastes into two classes: (1) recover
able wastes (glass and PET bottles, aluminum cans, Tetrapak packages) and (2) other wastes (non-recover
able). During the past three years, thanks to this program, the amount of solid wastes delivered monthly
to municipal collecting services has been considerably reduced. In this period, UAM-A has sent to recy
cling: 2.2tons of glass bottles; 2.3tons of PET bottles; 1.2tons of Tetrapak packages and 27.5kg of alumi
num cans.
2008 Elsevier Ltd. All rights reserved.

1. Introduction
The Mexican Prevention and Integral Waste Management Gen
eral Law (Federal District Official Gazette, 2003), and the local
Solid Waste Law (Federal District Official Gazette, 2004) estab
lish the obligation to formulate and execute management plans
oriented to prevent the generation of waste, increase their value
and develop an environmentally sound management of them.
This goal is directed towards large waste generators, i.e.,
those with a production of over 10tons/yr. Most educational insti
tutions belong to this category; therefore, they must develop the
corresponding management plans, which must include an acqui
sition policy directed towards sustainable consumption, based on
green purchase with the subsequent reduction of waste and the
consumption of recycled and/or recyclable products. Sustainable
consumption based on green purchase targeted at the input of
the materials is just one of the control points in the management
system, pursuing their transformation and finally the reduction of
waste generation.
It is expected that waste management plans of educational
institutions involve the students as part of the educational pro
cess. In addition, the internal policy of the Azcapotzalco campus
of the Universidad Autnoma Metropolitana (UAM-A) has a com
mitment to look after the care of the environment and, besides, to
promote values for the rational and appropriate usage of natural
resources.

* Corresponding author. Tel.: +52 55 5318 9062; fax: +52 55 5394 7378.
E-mail address: rmev@correo.azc.uam.mx (R. Espinosa).
0956-053X/$ - see front matter 2008 Elsevier Ltd. All rights reserved.
doi:10.1016/j.wasman.2008.03.023

In this context, in early 2003, before the publication of the

federal law on solid waste management (ONJ, 2003), the UAM-A
designed a program for the Integral Management of Solid Waste
generated in the campus, with the slogan Segregation for a Bet
ter UAM Environment (Separaccin, por un mejor UAMbiente).
This program is the type of management plan that Mexican law
requires (Espinosa et al., 2006).
This paper describes the program developed by the UAM-A for
the management of urban solid waste generated in its campus, as
well as the results obtained to present.
2. Program of integral management
The program of integral management orchestrated by the UAMA has the following stages:
I Diagnosis.
I Program objectives.
I First operative phase.
I Second operative phase.
I Third operative phase.

2.1. Diagnosis
The UAM-A has 3000 workers, including academic and adminis
trative employees, and serves about 12,000 students. The total area
of the campus is 190,513m2, of which 72,346m2 are green areas.
Before the implementation of the program, solid wastes
generated by the community in the campus (classrooms, labs,

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R. Espinosa et al. / Waste Management 28 (2008) S27S32

workshops, offices) were collected in the same containers, regard

less of their status (urban/dangerous/special handling).
These residues were picked up by sanitation workers (180 work
ers in two shifts), who carried them to a temporary storage area
called main container. Gardening trash was collected by the gar
deners (30 workers) and piled in two open spaces set out for that
purpose.
2.1.1. Solid waste generation and composition
Data collected from studies conducted over five years by under
graduate students of Environmental Engineering, shows that
the University community generates a weekly average (on a five
working-day basis) of 7.74tons of solid urban and special han
dling wastes, which include 1.72tons of gardening wastes (Glvez
Coeto and de la Torre Vega, 2003), equivalent to a generation of
0.110kg/day/person within the campus. The data does not include
food wastes from the cafeteria, since these residues are handled
specially, as mentioned later.
The volumetric weight of the generated solid wastes was
87.5kg/m3 on average, so 7.74tons represent an approximated vol
ume of 88.45m3 (Glvez Coeto and De la Torre Vega, 2003).
The wastes generated at the UAM-A are classified as urban
solid wastes (USW), although their composition is different from
Mexico Citys USW, as shown in Fig. 1.
The main difference is the relative content of the organic
class, that represents 46% of the total residues in Mexico City
(Federal District Official Gazette, 2004), whereas it only com
prises 24% on the campus. In the UAM-A, the main fraction of
solid wastes is inorganic, a category that includes glass and
plastic bottles, metal cans, paper and cardboard, snack wrappers,
etc. (Espinosa, 19972002).
2.1.2. Waste sources
Practically all of the organic solid wastes of the UAM-A are gen
erated by gardening and at the cafeteria area, and they are man
aged separately. Cafeteria residues are collected daily by a service
specifically contracted for that purpose. In open areas, classrooms,
laboratories, hallways and other facilities, the quantity of organic
material generated is so small (less than 5% of total weight) that it
is practically not significant.
The inorganic wastes are generated in the whole campus:
open spaces, accesses and hallways, classrooms, academic and
administrative areas, research and teaching labs, cafeteria,
etc.

2.1.3. Designing the program

The segregation of the recoverable wastes is convenient since a
market for its commercialization exists. The professor responsible
for the program contacted some companies interested in recover
ing and recycling these materials. This also allowed an understand
ing of the payment and transportation conditions.
As a consequence, it was determined to segregate only PET
from soft drink bottles, milk and juice cartons (Tetrapak packag
ing), juice and soda glass bottles and aluminum cans. The applied
criteria were:
I They are recyclable.
I They are generated in large volumes.
I It is easy to identify which container they should be placed in.
I They are not dirty before disposal.
They have a commercial value and there is a potential market
for recycling.
The other potentially recyclable plastic materials have a reduced
marketing value and they are not segregated.
Napkins, wrappers and paper bags are dirty when they are
disposed of, so it is not practical to expect them to be recycled.
In contrast, most academic and administrative offices generate a
large amount of clean paper, which is recoverable and has a good
market potential.
Because the amount of organic waste generated at the campus
is very low, it was not necessary to place special bins to collect the
material.
Previous considerations were the starting point for planning
and designing the Program for Integral Management to be imple
mented at the UAM-A. It was decided to separate the residues in
two fractions:
I Fraction 1: recoverable wastes (Tetrapak packages, glass bottles,
PET containers and aluminum cans).
I Fraction 2: every other residue (non-recoverable).
Although this classification does not match exactly with the
designations of organic and inorganic wastes in the law, the
proposed segregation constitutes a convenient management sys
tem for the UAM-A, and it even surpasses the law. The selective
collection of recoverable material allows their transformation or
recycling in an easier way, while the rest (non-recoverable waste)
is sent to disposal sites or reserved for composting.

Percentage %

50
45

UAM-A

40

Mexico City

35
30
25
20
15
10
5
0

Organic waste

Gardening
wastes

Paper and
cardboard

Glass

Plastic

Metal

Sanitary

Solid wastes

PET
containers

*The organic waste category in UAM-A does not include cafeteria residues
The plastic category in Mexico City includes PETE
Fig. 1. Solid wastes composition on the campus and in Mexico City.

Others

R. Espinosa et al. / Waste Management 28 (2008) S27S32

3. Program objectives
The institutional objectives of the Separaccin Program are:
I To raise awareness in the community of the UAM-A, on the solid
waste problem.
I To get the community of the campus involved in the solid waste
separation.
I To comply with the local environmental legislation regarding
solid waste management.
The program was divided into three stages, according to two
factors. The first, waste separation is a habit that the community
acquires gradually since it involves a change of mindset, which is
why it is important to pursue it step by step. The second, funding,
was insufficient to finance all of the infrastructure needed in one
phase.

S29

type of waste to be stored in them. Besides, two small sections of

the main container were separated for only yard trimmings.
An information dissemination campaign of the program was
designed, which included stickers for the containers, leaflets, post
ers and T-shirts. Finally, some training workshops for the handling
of the wastes were given to the gardeners and the sanitation and
cafeteria workers.
3.2. Second operative phase
The second phase started in July 2004 and is by now almost
complete. As a part of this, the separation of solid wastes was estab
lished in the hallways of the higher floors of every building where
72 pairs of white and red bins were placed.
Also, the administration started the planning and design of
strategies for recovery of clean paper, coming from academic and
administrative areas of the campus. The following actions were
taken (Espinosa and Polanco, 2006):

3.1. First operative phase

In this phase, started in October 2003, the separation of solid
wastes was established in the open spaces and in the accesses and
hallways of the ground floor of every building on the campus. To
accomplish an efficient separation, the results of the diagnosis
regarding volume and type of wastes generated were considered
and used for planning the required infrastructure;
I Number and location of the containers needed for separation of
recoverable and non-recoverable solid residues.
I Number and location of containers needed for toilets and cafete
ria.
I Shape, size and color of each container type that permits its
easy identification.
I Materials and equipment: plastic bags, scales, baler/compactor
machine, carts for handling large volumes of wastes.
A search for the types and colors of the containers was made.
The containers should not affect the image of the areas where they
would be placed and should be easy to handle. The University cam
pus had already used white and red colors for the bins, which are
the distinctive colors of the UAM-A (Espinosa et al., 2004), so it
was thought it would be convenient to keep those colors. The new
bins, resistant to environmental conditions in open spaces, were
acquired from the same vendor:
1. White bins for recoverable solid wastes.
2. Red bins for everything else or non-recoverable solid wastes.
White bags were placed as interior liners in white bins. Black
bags were used to line the interior space of red bins because,
according to the Mexican regulation, red bags are used for biolog
ical residues. Yellow plastic bags (for sanitary waste) were placed
in the restrooms.
The most convenient places for both types of containers were
selected after watching the communitys behavior. The contain
ers were fixed to the ground in red/white pairs, and labeled with
stickers that showed representations of the fraction that should be
deposited in each one. In the first phase, a total of 146 waste bins
were placed in outdoor areas (Espinosa et al., 2004).
The Separaccin Program indicated that once the separated
solid wastes have been collected, they are deposited and stored in
specific zones of the main container for temporary storage until
they are sent to recycling or to the landfill site. In order to accom
plish this, the main container was redesigned and divided into com
partments that were painted in different colors according to the

I Diagnosis and inventory of solid waste generated in academic

and administrative offices.
I Design and/or search of proper containers for the recovery of
clean paper. These containers should be utilitarian, according to
the image of the offices, and placed at reasonable distance from
the office personnel.
I Selection of the number and location of those containers.
I Design of the proper collection system.
I Design of the information dissemination campaign.
I Development of training workshops for the janitorial workers.
I Informative meetings for academic and office personnel work
ing in these areas.
The separation of clean paper was planned to start as a pilot
run, which included 11 offices, both in academic and administra
tive areas, aiming to incorporate progressively all of the other offi
ces of the campus.
It is worth mentioning that paper and cardboard were sepa
rated by the users during the first phase of the program. Therefore,
arrangements for selling these materials were initiated early dur
ing the second phase.
The second phase involved activities for the evaluation of the
first phase, including surveys to students, teachers and University
authorities. The survey results indicated the need to redesign the
visual information of the waste bins, as well as to implement a rein
forcement campaign through different media.
In this regard, several alternatives were considered, including
leaflets with realistic information, banners, web pages, screensav
ers in student computer labs, advertisements at the campus audito
rium, tray covers/placemats in the cafeteria, and some others. The
new graphic image of the program emphasizes the improved icons
designed as identifiers for the labels of the bins.
Another important result of the evaluation of the first phase,
supported mainly by the inventory of the recoverable wastes gener
ated in the campus, allowed improvement in the collection system
and the separation procedures.
3.3. Third operative phase
In this stage, started in November 2005, the Separaccin Pro
gram was implemented for residues that require special handling
and were not considered in the first and second phases, like those
generated in studios, research and teaching labs, photocopying and
maintenance areas.
An important part of the third phase was to pay special
attention to the treatment or final destination of different types of

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R. Espinosa et al. / Waste Management 28 (2008) S27S32

special wastes, which required hiring, when needed, professional

services.
Ink and toner cartridges from printers and copying machines,
for example, require special attention. Used cartridges have the
advantage that several of their components can be recovered and
reused or recycled (Toners, 2000). Such possibility represented
another opportunity for action within the program, which led to
some negotiations with a permanent clients agreement, through
which we could send our used ink and toner cartridges for recycling
at Hewlett-Packard and Industrias Kores. Similar agreements
with other companies in the same business are being pursued.
Also, it is planned to properly treat organic and pruning wastes
with equipment designed by students, which would be imple
mented at a composting plant within the campus. Some tests have
been made using experimental composting piles and the results
are currently being reviewed and analyzed.
3.4. Responsibility
The Separaccin Program is an institutional program, under
the responsibility of the Academic Secretary (vice-rector) of the
UAM-A campus and was designed by two Environmental Engineer
ing professors. During the first phase, the same two professors
coordinated the activities and were supported by Design profes
sors, volunteering alumni and administrative authorities and work
ers. Since the beginning of the second phase, the two professors
also rely on three supervisors.
4. Program strengths and challenges
The positive and negative results of the program can be classi
fied into four categories: technical and financial, compliance with
the local environmental legislation, participation of the commu
nity and capacity building.
4.1. Technical and financial results
Table 1 details the amount, in weight, of recoverable wastes
segregated in 2005 and 2006. Table 2 mainly shows the recycling
companies for each type of waste and the quantities sent to them.
As shown in the tables, these quantities have greatly increased
from one year to the next. For example, the collected glass quanti
ties have multiplied by nearly 15 and Tetrapak quantities doubled.
Those amounts (together with the yard trimmings, represent
ing ca. 2120m3 of solid wastes) are not delivered to the collectors.
This is reflected in a drastic reduction in the need for private collec
tion services to take away those wastes that were not collected by
the public service.
Table 3 shows the number of private garbage collection services
hired in the last three years and the cost savings, compared with
the number of services hired in 2003 when the program was not
yet running. The cost savings in 2006 is more or less equivalent to
25% of the budget set aside for the Separaccin Program.
Nevertheless, it is still necessary to look for markets for the
HDPE containers since they are generated in large quantities, and
also to place more attention on the wastes of the laboratories
(building a storehouse according to the regulations).

Table 2
Wastes sent to recycling during 2005 and 2006
Waste

Recovery (units) Recovery (kg) Recycling company

PET bottles
153,247
Aluminum cans
1719
Glass bottles and containers 6625

2282.5
27.5
2151.9

Tetrapak containers
Paper
Cardboard
Ink cartridges

32,324

153

1175.7
931.6
2487

Toner cartridges

240

ECOCE
Centro de acopio
Vidriera Monterrey
(Vitro)
Junior League
Ecofibras Ponderosa
Ecofibras Ponderosa
Hewlett-Packard y
Kores
Hewlett-Packard

Table 3
Number of private garbage collection services hired and cost savings
Year

Number of services

Wastes volume (m3)

Cost (USD)

Savings

2003
2004
2005
2006
Total

182
122
260
88
652

2184
1410
2274
24
5892

$23,470.79
$15,477.95
$19,034.59
$9,550.23
$67,533.56

$7,992.83
$4,436.20
$13,920.56
$26,349.59

In general, the programs approach certainly has had a learning

by doing aspect because, every day, it is necessary to make little
adjustments and there is little relevant literature for the specific
case of universities in developing countries. The challenge is there
fore not to lose sight of the objectives and to use common sense.
4.2. Compliance with the local environmental legislation
Nowadays, in compliance with the local legislation, UAM-A is
delivering its solid wastes to the City public garbage collection sep
arated into only two fractions:
I Organic wastes: pruning wastes, grass clippings, etc.
I Inorganic wastes: miscellaneous materials, classified as every
thing else, meaning wastes which lack of commercial value
and are not recoverable (those collected in red waste bins).
The volume and weight of the solid wastes delivered to the
public service has been reduced since the recoverable wastes (col
lected in the white bins) are sent to recycling and the yard wastes
area sent to composting. These wastes are not sent to waste land
fills.
This way, the solid wastes generated in the campus are man
aged according to the law, which means with an integral vision
defined by the principles of prevention, minimization and environ
mental protection.
To reinforce the minimization aspect, the UAM-A needs to
adopt better shopping practices, for example, green shopping:
recycled paper, paper cups instead of expanded polystyrene and
others. Life cycle thinking is a very effective tool for the develop
ment of prevention practices and must be applied, when possible,
in the acquisition procedures of the university.
4.3. Participation of the community

Table 1
Wastes recovery in 2005 and 2006
Year

2005
2006

Generation (kg)
PET

Aluminum

Glass

Tetrapak

Paper

Cardboard

Total

913.4
1369.1

8.3
19.2

133.9
2018.0

388.7
787.0

0.0
931.6

0.0
2487.0

1444.3
7611.9

The program also worked in order to comply with the institu

tional commitment to promote values that contribute to the care
and protection of the environment and to develop a sense of eco
logical responsibility among the members of the community. In
this context, the Separaccin Program has made efforts directed
to give information and to create awareness about the importance
and the beneficial environmental impact achievements of the

R. Espinosa et al. / Waste Management 28 (2008) S27S32

wastes management and has actively participated in several uni

versity events.
Another important result is the noticeable change in the atti
tude of the community members towards the program. At first,
we noticed some indifference and low participation, but with
time, collaboration and participation in waste separation has
increased. Today, most of the community understands the pro
gram as well as the right way to dispose the different fractions.
Gaining widespread participation has been a challenge, but
good results have been observed as the periodic inspection of
containers shows a better separation, since there is less mixing
up of recoverable and non-recoverable residues (Espinosa and
Polanco, 2006).
4.4. Capacity building
The program provides the UAM-A community the opportu
nity to learn about the importance of waste management, the dif
ferences between plastics or between organic and inorganic
wastes, environmental risks, ways of reducing wastes, and the
new Waste Laws. The gardeners, sanitation and cafeteria workers
have learned the most since they have direct involvement in the
program.
However, at this point, it is not known if the community applies
this knowledge in their own homes or if their behavior has an
effect on those who surround them. It would be quite interesting
to develop a survey concerning this, since the program aims not
only to increase awareness within the campus, but also outside it.
4.5. Comparison with other universities
In Mexico waste management programs exist in some public
universities, for example, the University of Mexicali (Baja Califor
nia) and the University of Yucatn, which have launched a waste
management program similar to the UAM-A Integral Management
of Solid Waste. They are ambitious but there are limited data on
the results (Turpin et al., 2004). Both of those universities share
the same problems the UAM-A has had to deal with: keeping mate
rials free from contamination, sticking clear and visible icons onto
the bins, and difficulties with gaining widespread participation
through information, feedback and reminders given to academic
and administrative employees and students.
Several private universities also have similar programs, whose
results are generally better then those in the UAM-A. This can be
explained by the stronger discipline demanded of their communi
ties and a larger dedicated budget (Turpin, 2004).
There are reports of some universities in the United States
with solid waste programs: Michigan University, 1989 (Michi
gan, 2007); University of Pennsylvania, 1990 (Pennsylvania,
2007); University of Colorado, 1980s (Pennsylvania, 2007); and
University of Columbia, 1997 (Columbia, 2007). Initially, these
programs focused mainly on recycling various types of paper
(white office paper, mixed office paper, corrugated cardboard,
newspapers, phonebooks, textbooks, magazines). Later they
started recycling food and beverage containers: steel and alu
minum cans, glass bottles and jars, plastic jugs and bottles (PET
and HDPE), milk cartons, juice boxes). Appalachian State Uni
versity has approached the problem of solid wastes by aiming
to reduce the amount of material consumed, eliminating sin
gle use items, encouraging reuse of materials and eliminating
unnecessary wastes.
The Separaccin Program began years after the programs of
developed countries and therefore the achieved results are lesser.
Nevertheless, on a national level, this program is one of the most
advanced in integral management of solid waste in higher educa
tional institutions. The participation of the universitys community

S31

has been gained and, since the first stage, the objectives have been
reached.
5. Conclusions
Environmental issues have been a world-wide priority in the
last years and Azcapotzalco campus of the Universidad Autonoma
Metropolitana, in Mexico, has always been committed to the proper
use of natural resources and the protection of the environment.
This commitment has been leading to specific activities since
2003, fundamentally through the program for the Integral Man
agement of Solid Waste generated at the campus, with the slogan
Segregation for a Better UAM Environment (Separaccin, por un
mejor UAMbiente). This program promotes concrete actions of sep
arating waste and changes in individual values and in the behavior
of the members of the community of the UAM-A.
Through the presentation of the Separaccin Program in sev
eral cultural events in the campus, and through the various aware
ness campaigns, the community has been informed and sensitized
about the importance and the magnitude of the problem of solid
waste disposal in Mexico. The knowledge regarding the integral
waste management in the UAM-A campus and the volume of recov
erable waste that has been sent to recycling have fueled the inter
est of the community (students, professors, authorities) and have
contributed to their involvement in the culture of separation of
solid wastes.
From a legal point of view, UAM-A complies with local legisla
tion: solid wastes are separated before they are delivered to the
garbage collector trucks and, in addition, the amounts sent to final
disposal have been reduced.
The third operative phase of the program is still in process of
implementation. Once this phase is completely established and
the results are evaluated, the maintenance of a permanent cam
paign will be part of the program. This involves the pertinent
revision of the program in order to accomplish an ever increas
ing community participation, not only in regard to the problems
of solid wastes, but in general, in relation to environmental pro
tection.
Last year, the professors responsible for the program started
to disseminate information about the program to the authorities
of the other campus of the Universidad Autnoma Metropolitana.
These authorities are now considering implementing the Separa
ccin Program on their own campus.
Finally, it has to be emphasized that in order to guarantee the
success of a solid waste management program in an institution of
higher education, the involvement of the community and its inter
disciplinary work are very important. In addition it is imperative to
have special support from the authorities of the institution.
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