Project Everest

Experiment Results

[JAN 19] [COLLECTION] Schools offer tests results

Reference to experiment post

Lean Phase: Problem Definition




To gain a deeper understanding of how school employees and owners personally feel about the waste situation in Timor Leste and how their business approaches waste management.


This post outlines the results of the offer test experiment performed amongst 10 schools in Dili in January 2019. The aim of this experiment was to gain information in regards to:

  • Current waste management practices

  • Ideas for waste disposal and management solutions




10 schools were offer tested in Dili and there was a distinction made between them based on key discrepancies in behaviour and attitudes. Public schools were less likely to separate their waste (0%) compared to private schools (60%). Private schools wanted improved collection services, where public schools mentioned that education was a key solution. 100% of private schools identified paper and cardboard as a major form of waste and public schools said their main form of waste was plastic (60%). 100% interest across both market sectors meant that they both passed the green light metric of 15% but because of their differences it could be inferred that they have different UVP’s. Private schools are a validated market for cardboard and paper collections. Public schools need further offertesting as they are a large customer segment.


Assumptions/ Problem Centric message:


Schools in the Dili area and surrounds would be interested in a solution to address the waste management problem in their school community.




We interviewed 10 schools in Dili and the surrounding area, 50% of which were international/ private schools and 50% were local/public schools. Our conclusions from the survey found that there were differences in how the local/public schools and international/private schools managed and disposed of waste.


Waste Disposal


80% of public schools rely on the government to pick up their rubbish. The only school which did not was Ensino Basico Filial, an inaccessible school, and they burnt their waste because government waste collectors do not go to those districts. None of the local schools separate their waste because they see no value in it, knowing it all ends up in Tibar.

NB: Ensino Filial is the only inaccessible school that was offer tested.


60% of the international/private schools use the municipal service for their rubbish. One of these schools (Escola Portuguesa Ruy Cinatti) said that when the municipal was unreliable they did have to pay for their waste collection. 40% of private schools pay for all waste to be collected.


It was also found that 60% of private schools separate their waste and this is then recycled (by an external company) or used in the classroom. Escola Portuguesa Ruy Cinatti, was the only school who separated their waste (into general waste, plastics and paper) but did not know where it went. It was assumed that it went to Tibar and was not recycled. Even though not all of the private schools separate their waste they all understood the importance of it and also place value in recycling.  They also knew or assumed that their rubbish went to Tibar and expressed frustration that there was not an alternative service in Dili.


Both Private and Public schools showed interest in a solution that ERS could offer.


Proposed Solutions


One of the main differentiations between private and public schools were the types of solution to the waste problem in Dili that they proposed. Whilst the public schools thought that education was the way to move forward, the private schools’ responses were also interested in improving the collection services. Both market segments also spoke about there being a government-run solution as some suggested that there should be more bins on the street, a recycling/ segregation system and raising public awareness.



Most Common Form of Waste


Another disparity we found was based upon their types of waste. In the public schools 60% of those we interviewed said plastic was their main form of waste whilst 80% of the private schools said it was cardboard/ paper. Only one of the international schools, Escola Portuguesa Ruy Cinatti, said plastic was there main form of waste. This was because they have over 1000 students and use bottled drinking water. Regardless, they explained that paper was there second most common form and they try to use this in art.  


Validated Learning:

[Green Light]

The offer for a potential solution successfully met the required Green light metric of 15% with both market sectors identified having 100% interest. LELI is less engaged specifically in a cardboard solution due to having recycling solutions for paper and cardboard but not their other waste. Apart from this one exception, all other private schools specified cardboard/paper as a major waste form. This has matched the experiment hypothesis and confirmed the assumption that schools in Dili would be willing to engage in a solution for the waste problem. The solution itself is open to interpretation as the questions we asked were of a broad nature and due to this there are many potential business opportunities for ERS moving forward.



A uniform survey was carried out amongst all subjects. This was in the form of an electronic survey which we read out in face to face interviews. This may have involved potential confirmation biases in the form of prompting of answers. However, it has been determined that this potential bias is not significant as to influence the integrity of the experiment result.



In analysing the data we discovered that we had to categorise the schools into private and local. This has made the sample sizes smaller and of the international schools in Dili we have interviewed 5 out of 8 schools. As a result, the offer testing may be considered adequate for the private schools market sector but not for the public schools market sector.


Actions On:


These results have highlighted that there is a disparity between public and private schools and this is in relation to resources, waste disposal, types of waste and also ideas about solutions. It is because of this that we have split the schools market segment into two archetypes: international/private schools and local/public schools. This does not mean that it is not worth investigating public schools at a later point in time. However, at this stage of the project the actions on for this should focus on finding a UVP for international schools as they are potential early adopters because a proportion of them are actively seeking solutions.


Note, there might need to be investigation into whether there are more archetypes within this segment. For example, are there any key differences between local schools in the centre of Dili and rural schools?


edited on 28th January 2019, 23:01 by Rose Gooding

Rose Gooding 9 months ago

Status label added: Experiment Results

Reply 0