Sustainability in Education

Welcome to

Sustainability in

Education

Chair's Introduction

Dr Sharon George, Course

Director for MSc

Environmental Sustainability

and Green Technology, Keele

University

Welcome to CoRE

David Pierpoint, Chief

Executive, CoRE

The Story of CoRE and How CoRE Helps

Supports Better Refurbishment

Sustainability in Education Conference

CoRE, 9th July

FROM DERELICT EYESORE TO

WORLD-CLASS FACILITYTHE STORY OF CoRE

Enson Works in 2009:

A Grade II Listed Eyesore

RETROFIT EXEMPLAR AND

TRAINING FACILITY

Technologies / Measures

1. Solar Thermal Hot Water

2. Solar PV (8.5KW)

3. Ground Source Heat Pump

4. Air Source Heat Pump

5. Green Roof

6. Biomass Boiler

7. Grey Water Recycling

8. MVHR

9. Triple Glazed Passivhaus Windows

10. Internal Retrofit Insulation

11. External Retrofit Insulation

12. Sensor Controlled Windows

13. Sensor Controlled LED Lighting

CoRE’s Aims

CoRE aims to support the retrofit sector by working

collaboratively with and acting as the Hub for the industry:

• To establish and share best practice in retrofit

• To support the building of a reliable evidence and knowledge

base

• To inform better policy making, strategic planning and long-

term business decisions through sharing the evidence base

• To signpost to other organisations who provide

complimentary services and support

Stakeholders

Communities

NFP

Partners

Governmen

t

Professionals / SMEs

Tra

inin

g

Pro

moti

on

Expertise

Evidence

and Case

Studies

Sharing

Best

Practice

Deep Retrofit - Challenges

Skills and Knowledge

Standards Heritage

Unintended Consequences

Uncertain Policy

Uncertain Funding

What Goes Wrong?

© Colin King (BRE)

The Knock On Effect

Evidence from the Field

Which leaves us …..

Uncertain Policy / Funding

Deep Retrofit - Opportunities

Volumetric, offsite WHR

Large scale £10m+ ‘best practice’

investments

Retrofit Coordinators

Voluntary Code of Conduct

Whole House Service Schedule

Knowledge Base

Purchasing Consortia and

Frameworks

Karen Edmeads, CPC Regional

Procurement Advisor, (South

West/West Midlands)

Crescent Purchasing

Consortium

Sustainability in Education 2015

Purchasing Consortia & Frameworks

PRESENTER

Karen Edmeads MCIPSCrescent Purchasing Consortium

Regional Procurement Advisor

Tel: 07765 241639

email: k.edmeads@salford.ac.uk

AGENDA

1. Procurement Legislation – what you need to be aware of

2. Purchasing Consortia’s – how they can help you

3. How do I use a framework agreement?

4. Where do I go for further help with procurement?

What procurement legislation should I

be aware of?

They are law!

• EU Procurement Directives

• In the UK “ The Public Contracts Regulations 2015”

Fundamental principles:

• Transparency

• Non-discrimination

• Equal treatment

• Proportionality

• Mutual recognition

Contracting Authorities MUST advertise tender in OJEU

• and follow rules concerning specifications, selection of suppliers, award criteria, negotiation with suppliers etc

Outcome of tender exercise must be published in OJEU

• Via publication of a contract award notice

When do the Regulations apply?

Thresholds

• Goods = £172,514

• Services = £172,514

• Works = £4,322,012

• LTR services = 750,000 Euros

Valuation of contract

• Thresholds apply to the total contract value (net of VAT)

• Including all possible extensions

• Aggregation required:

• Successive contracts of the same type – estimate over 12 months

• No end date or contract value –monthly payment *48

Below Threshold Regulations

EU Treaty Principles

• Equal treatment, Non discrimination, Transparency, Mutual Recognition and Proportionality

• Advertising required if contract of cross border interest

• Factors – subject matter, value, place of performance, size & structure of market

Contracts above £25,000

• If advertised advert must be on Contracts Finder

• Contract documents must be available on the internet

• A pre qualification stage is prohibited

• A contract award notice must be published on Contracts Finder and include info on whether winning supplier was an SME or VCSE

Payment of Undisputed Invoice Contract Clauses

• Contracts must contain suitable clauses for 30 day payment

• Report published each year on how well the college has complied with the 30 day payment clause across all contracts

Why use purchasing consortia?

Savings through combined

purchasing power

Suppliers financial stability and

technical ability vetted

Less onerous competitive

procurement process

Better service levels – more at

stake for suppliers

Compliance with Institution’s Financial

Regulations

Suppliers experienced within

the education sector

Sharing of expertise and

experience with other institutions

Access to professional

purchasing advice, tools, policies &

news.

Use of frameworks that have followed

best practice procurement

protocols

EU procurement regulation

compliance

How can the CPC help? Who are we and what do we do?

How we can help with buying goods and services +/- 70 frameworks for a wide range of goods & services

Financial & technical assessment of suppliers done for you

Request for quote and tender competition tool

Template specifications and award criteria

Pre agreed terms and conditions of contract

EU compliant frameworks All frameworks EU compliant

All frameworks have been advertised so no need to advertise or run your own tender

A framework is an ‘umbrella agreement’ that sets out the terms (particularly

relating to price and quality) under which individual purchases (call-offs) can be

made throughout the period of the agreement.

What frameworks are available?Examples of popular frameworks:

Catering – outsourced services, food, drink and equipment

Cleaning – outsourced services, janitorial supplies, consumables

Building maintenance (PPM), PAT & fixed wire testing

Security services – outsourced, access control

PPE and corporate clothing

Multi functional devices (reprographics), stationery, paper, toners

Printing

Desktops, laptops, tablets, network infrastructure, software

Insurance, audit, corporate software, payroll

Hairdressing supplies and equipment

Constructions supplies

Library resources

Sports equipment

How do members start using the

CPC frameworks?

Browse the website to find

which framework covers the goods

you require

View the information on the framework / suppliers and

userguide

Then if terms are sufficiently

specific, place an order and go!

Order through the supplier as normal – tell

them you are a CPC member

Direct Award

How do members start using the

CPC frameworks?

Run a further (“mini”) competition

• All capable suppliers on framework must be invited to quote

• The award criteria laid down in tender must be used

• Fairness / transparency / equal treatment

• Use quick quote tool or Intend via the CPC web site where available

Using CPC framework agreements

If the terms are not ‘sufficiently specific’?

Where to go for help?

www.thecpc.ac.uk

CPC Helpdesk 0161 295 5354

• CPC Regional Procurement Advisors –assistance with using framework or general procurement advice.

www.crescentlearning.ac.uk

• FELP

• http://www.felp.ac.uk/content/sustainability-wlc

• http://www.felp.ac.uk/content/sustainability-useful-web-links

• DfE Buyways

• Crown Commercial Services EU Regulation Training Resources

• Procurement training sessions

• Procurement qualifications

Other resources

• Cabinet Office Procurement Policy Notes https://www.gov.uk/government/collections/procurement-policy-notes

• DfE Buying for Schools guideshttps://www.gov.uk/government/collections/buying-for-schools

Championing Sustainability

within the education sector

Jen Strong, Senior Project

Officer, Green Impact, NUS

Championing Sustainability in the Education Sector

Jen StrongSenior Project Officer,Sustainability Department, NUS

Overview

Why the NUS?

What we do and where we’ve come from

A closer look at Education for Sustainable Development

600 FE and

HE SUs

7m

students

Societies,

course reps,

trustees

National Union of Students

• 600 students’ unions• 7 million students (2.3m in HE)• 4,700 SU staff; 500 sabbatical

officers• 220 NUS staff

Voices louder, lives better, futures brighter

What do students want

4 years of surveying across the UK

Over 80% would like their university to actively promote sustainable development

Over 60% would like this to be incorporated into university courses

https://www.heacademy.ac.uk/node/10189

Our Programmes

Where have we come from

Skills for sustainable development

Critical thinking

Analyse using many subjects

Plan for the long term as well as the short term

Understand people’s

relationship to nature

Global citizenship

perspectives

Use resources efficiently

Consider the ethical issues of

your subject

Systems thinking

Aims

• Engaging students’ unions on ESD

• Developing new collaborative partnerships

• Building leadership and strategic capacity

• Securing high-level policy commitments

• Improving knowledge and understanding

• Legitimising and mainstreaming ESD

• Advancing ESD in the formal and informal curriculum

The impact of our students

ESD allows colleges and universities to multiply the positive effect that they have on society, rather than simply limiting their negative effect

Process

1. Workbook of criteria outlining best practice, must reach score threshold

2. Supported cohort approach, regular contact, online resource bank

3. Student-led audit and programme review

4. Continuous improvement, student-driven change

Impacts

400 actions taken by the 2014/15 cohort, including:• Conducting student surveys;• Completing a curriculum audit/review;• Including ESD in the institution’s learning and

teaching strategy;• Developing professional development opportunities

for staff;• Gaining support of senior management, trustees,

and/or governors;• Offering interdisciplinary experiences related to

sustainability.

Key factors for change

• Students leading the way and providing them with space to do so and ownership

• Equipping students with the necessary skills

• Not just knowledge but also attributes

• Developing critical thinkers and agents of change

• Connecting the student experience and ensuring a holistic journey

Key factors for change

• Students leading the way and providing them with space to do so and ownership

• Equipping students with the necessary skills

• Not just knowledge but also attributes

• Developing critical thinkers and agents of change

• Connecting the student experience and ensuring a holistic journey

Thank you!

Jen.strong@nus.org.uk

Frameworks and tools

Joseph Williams, Technical

Change Manager, The Carbon

Trust

Carbon Trust: Frameworks and Tools

Joseph Williams

9th July 2015

Structured Framework

Visit from LA Visit from LA

Events and Workshops: School Capability Building

Oct Nov Dec Jan Feb

Workshop 1.Workshop

2.

Run Empower

Heating measures

Open Event

Quick wins: Lighting, ICT Overnight

Invest to save measures

Feedback savings and experiences

Mar

AMR Data and IT

Success of the programme (Across 60 LA’s and over 700 schools)

› Annual Energy Cost £107.5 m per year

› Annual Carbon Emissions 681,780 tCO2

› Projected Financial Saving

• £15.1 m per year (14.2%)

• £1.2 m per year (CRC Additional)

› Projected Carbon Saving

• 93,334 tonnes CO2 (13.6%)

› Projected Savings – Range

o £ cost – 6% to 25%

o tCO2 – 6% to 29%

Collaborative Learning

› Schools are brought together to learn

› Convening has other surprising impacts

› Huge range of experiences (+ve and –ve)

› Huge range of barriers

› Huge amount of knowledge in schools

› MANY common areas of difficulty

Every school is different, but every school needs similar help

52

Framework for delivering change: Identify key areas

Fuel used

(kWh)Typical fuel

prices

Fuel costs Fuel uses

75% Gas, Oil Ratio 1

50%Gas, Oil

38% Heating

7% Hot Water

8% Catering

50%Electricity

25% Lighting

25% Electricity

Ratio 3 22% other Electrical

Framework for change: Identify key areasPoor Performing School

£ /

Month

Framework for change: Identify key areasGood Performing School

£ /

Month

Framework for change: Electrical examples

BovingtonPrimary School

Saved £923 per year

Sharmans Cross Secondary Saved £2,832 per year

£400/kW

Thomas More Catholic

School Saved £973 per

year

Framework for change: Taking Control of your Heating

57

Going further: AMR Doesn’t require technical skills

› Electrical: Key Areas› Unexpected increase in overnight consumption

› Little decrease in power consumption over lunch break

› The overnight load during the week is greater than it is at the weekend

› Electricity use continues much later into the evening on some days…….etc

› Gas: Key Areas

› Unexpected overnight gas usage.

› Heating carries on after the end of occupancy

› Consumption increases several hours before the start of occupancy…….etc

› Water

› High overnight consumption58

Unexpected increase in overnight

consumption

Delivering change: You can’t change people

Delivering change: COM – B Framework

60

Delivering Change: Targeting

› Who’s behaviour do you need to change?

› Is there an easier person to target?

› What will motivate that person?

› How can you improve their capability

› What can you do to give them better

opportunity to change

61

Delivering change: Timing

› One behaviour takes 6-8 weeks to stick

› Behaviours should be spread throughout the year

› Behaviours should be targeted at seasons

› Avoid overly emotional times

62

Essential Responsibilities

CTV037

Toolkits

› Resources that have been developed are fundamental to the programme

› Guidance documents/presentations for the schools

› Some information docs for LA

› Easy to use with straight forwards calculations

› How are they used?

› Introduced during the events, through presentations

› Reinforced through the Empower for Schools tool

› Schools develop their own plans through empower

› Passed on to the schools (can form part of the post programme engagement)

64

Empower for Schools

› Empower is an online tool for engaging the entire school

› Empower is a walk-around virtual tour of a school for pupils, teachers or classes to take individually

› Users pledge to make changes to behaviour

› Users also recommend school carries out certain measures

› School generates its own School Action Plan

Go to video!

66

Empower + Collaborative Services

› ….at the moment this does cost money, but we are looking at sponsors to make this a free resource.

› Watch this space!

› Email me for info: Joseph.Williams@carbontrust.com

Home Page

› There are a number of options of how to interact with the tool

› There is the option of :

› carrying out an audit

› Looking at home energy

› Carrying out quizzes

› Carbon comparisons

› Looking at a monthly theme

Virtual Tour - Reception

› There are 8 rooms

› Each room has unique energy saving opportunities in it

Pledge Example

Classroom

Staff Room

Bathroom

Example Pledge

Action Plan

Tutorial

Tutorial Content

5 Tips for Teachers

5 Tips for Pupils

‘Flavour of the Month’

The Quiz

Whilst reasonable steps have been taken to ensure that the information contained within this publication is correct, the authors, the Carbon Trust, its agents, contractors and sub-contractors give no warranty and make no representation as to its accuracy and accept no liability for any errors or omissions. All trademarks, service marks and logos in this publication, and copyright in it, are the property of the Carbon Trust (or its licensors). Nothing in this publication shall be construed as granting any licence or right to use or reproduce any of the trademarks, services marks, logos, copyright or any proprietary information in any way without the Carbon Trust’s prior written permission. The Carbon Trust enforces infringements of its intellectual property rights to the full extent permitted by law.The Carbon Trust is a company limited by guarantee and registered in England and Wales under company number 4190230 with its registered office at 4th Floor Dorset House, Stamford Street, London SE1 9NT.Published in the UK: 2012.© The Carbon Trust 2012. All rights reserved.

Introduction to delivering &

funding exemplar school

buildings - on a tight budget

Peter Johnston, Managing

Director, Schoolhaus 'design

and build' Division, UK Energy

Partners

Delivering & Funding exemplar school buildings on a tight budget.

Peter Johnston, Managing Director

“Sustainable construction meets the needs of the present without compromising the ability of

future generations to meet their own needs”

Are we all on board with sustainability?

Are we on board?

Yes but, and it’s a big but, its about

££££

So sustainability YES, but not at any cost.

Sustainable development & NZB

“Sustainable construction meets the needs of the present without compromising the ability of future

generations to meet their own needs”

• Today = at the right price

• The future = the right energy, materials, process and waste management.

= Affordable Sustainability

Affordable SustainabilityOur vision

“To deliver affordable functional spaces that have a positive impact on the environment with better than

operational cost neutrality”

To achieve this our buildings have to:

• Consume as little power as possible • Generate as much energy as possible• Be built efficiently with minimal waste • Every component evaluated for environmental impact

vs return on investment• Be affordable

Affordable Sustainability

How to achieve Affordable Sustainability in the built environment.

Do it differently!!

Design, Process, Materials, Technology

Affordable Sustainability - Design

System Build

• Repetition of design• Repetition of specification• Reusing professional

services• But, maintain flexibility

Affordable Sustainability - Process

Off-Site Construction

• Streamlined logistics » » quick » less cost

• 67% less energy required • 80% fewer vehicle

movements• Recycling of materials• Controlled environment -

weather, health & safety and quality

Affordable Sustainability - Materials

SIPs – Structurally insulated panels

• Super insulated - u values of around 0.17w/m2k

• Airtight• Rapid• Minimal waste• Low maintenance• Durable• Light weight

Affordable Sustainability - Materials

Double glazing vs Triple glazing• Typical U value for double glazing = 1.1, triple

glazing = 0.8

• Triple glazing is £50 / m² more expensive than double glazing

• A standard classroom with14m² of glazing will cost £700 more to build

• Reduction in heating costs of 4.5p per day translates to a 100 year ROI for triple glazing

Triple glazing in this environment does notconstitute Affordable Sustainability.

Affordable Sustainability - Technology

MVHR - Mechanical Ventilation with Heat Recovery

• Up to 90% of heat is recovered and reused

• Provides constant ventilation

• Built-in heating allows warm air to be introduced to the ventilation system to heat the building where required

• Minimal maintenance

• Ultra low running cost

Affordable Sustainability - Technology

Lighting – LED vs Florescent

• The time has come!

• 2006 = 131 lumens per watt

• 2015 = 303 lumens per watt

• Affordable

WattsLuminaire

Cost

@ 1600 hours pa -

kWh

Running cost pa @10p

kWh

5 year total cost

High Frequency T5 56.0 £40.00 112.0 £11.20 £96.00

LED 40.0 £70.00 64.0 £6.40 £96.00

Affordable Sustainability - Technology

Controls

• Lighting, heating and occupancy controls, pre set for automated building operation throughout the seasons

• Can reduce power consumption by up to 60%

• ROI can be less than 12 months

Affordable Sustainability - Technology

Building Integrated Solar PV• Installed as part of a new

build solution + cost =£90 m²• PV generation = £25 m²• Payback = 3 – 4 years• Curriculum positive

Before After

Affordable Sustainability – Results

Annual running cost = £38 / m²Income generation = nilLearning environment!!

Annual running cost = £3.40 / m²Income generation = £5,800 paExcellent learning environment

Affordable Sustainability – Numbers

m2185m2 double

classroom with WCs

Build cost £1,350 £240,000

Energy use £3 pa £550 pa

Power generation 100 kWh 18,500 kWh

Revenue £25 pa £4,625

Affordable Sustainability – Results

Affordable Sustainability – Results

• Direct Electric Heating – heating load is so minimal (circa 3kWhours per day for a standard classroom) that direct electric is the most cost effective. With a Coefficient of Performance of 3:1 an air source heat pump would reduce this to 1kWh, saving 2kWh per day x school heating season of 150 days = 300 kWh or £30 per annum at 10p per kWh. That’s a 150 year payback with a capital cost of £4,500 (which is on the low side for an ASHP) – this is what we mean by affordable sustainability. We’re all about controlling energy costs but not at any price.

Ranking School NameEPC

RatingSize

Asset

Rating

Emissions

Rating (kg Postcode

1 Schoolhaus at Palatine Primary School A+ 127 m2 -77 -31.81 BN12 6JP

2 Schoolhaus at Grasvenor Infant School A+ 167 m2 -75 -47.72 EN5 2BY

3 Schoolhaus at Desborough College A+ 327 m2 -70 -31.65 SL6 2QB

4 Schoolhaus at Moreton Hall Prep School A+ 240 m2 -65 -32.28 IP32 7BJ

5 Schoolhaus at Aylesham High School A+ 127 m2 -61 -35.59 NR11 6AN

6 Schoolhaus at Varndean School A+ 56 m2 -56 -35.8 BN1 6NP

7 Schoolhaus at Lancot Lower School A+ 127 m2 -51 -29.75 LU6 2AP

8 Montgomery Primary School A+ - -46 -17.87 EX4 1BS

9 Schoolhaus at Netherfield Primary Academy A+ 127 m2 -44 -35.59 NG4 2LR

10 Schoolhaus at Hamford Primary Academy A+ 159 m2 -44 -24.69 CO14 8TE

11 Schoolhaus at Biddenham Upper School A+ 697 m2 -29 -13.38 MK40 4AZ

12 Schoolhaus at Tendring Technology College A+ 668 m2 -16 -10.27 CO13 0AZ

13 Schoolhaus at C of E infant School A+ 83 m2 -7 -4.49 E1W 3SS

Funding Schoolhaus

Funding options• Capital purchase• 5 year operating leases (for demountable buildings)• Longer term operating lease - where eligible• Longer term finance leases, ie, mortgages - where eligible• Part capital /part lease - to ‘top up’ capital reserves where necessary

Energy Efficiency ProjectsThe deployment of sustainable and fit for purpose energy efficient technology upgrades

1. Site visit and energy survey 2. Design energy efficient upgrades - verified in accordance with

recognised international protocols3. Provide the funding solution, where required (usually)4. Project manage and/or procure, supply and installation.

300+ completed energy projects between £10K and £450K.

The average payback for our energy efficiency projects is 3.5 years with an average carbon savings of 355 Tonnes of CO2 over the lifetime of the project.

Workshop at 12.25pm

Breakout 1B in Meeting Room 1

Peter Johnston, Managing Director, NZB &

Neil Smith, Technical Director, NZB

Thank you

Affordable Sustainability - Materials

Insulated roof panels

• Super insulated - u values of around 0.16w/m2k and airtight

• Rapid

• Minimal waste

• Watertight

• 25 year guarantee

Question & Answer session

Guest speaker: Joan Walley

Refreshments & Networking

Workshop sessions: Practical

demonstrations of

sustainability

How to deliver & fund

exemplar school buildings on a

tight budget: Schoolhaus - the

most energy efficient school

buildings in the UK.

Energy Procurement;

purchasing sustainable

technologies in the backdrop

of complying with EU

procurement directives.

Serving meals that clients

want to eat is of paramount

importance when managing

sustainability within the

education catering industry.

Education Sector Presentation

9th July 2015

Key Challenges

• Food Waste

• Packaging

• Capital and Revenue costs of equipment

Key Point:

Caterers should cook and prepare meals that their client wants to eat in an environment that is conducive to allowing them to enjoy the meal

• Bespoke Menus

• Source good quality products

• Train school employees

• Maintain high levels of customer Care

Primary School Clients

• Bulking out meals with tinned tomato, onions and or mixed vegetables puts younger clients off their meal

• Portion sizes should be proportionate to child eating capacity. e.g half a Jacket potato for a nursery child

• Being able to decline a certain food is important to young children

• Sampling dishes in advance helps a lot

• Consultation with parents and pupils can provide an insight into likes and dislikes

Secondary School Clients

• Street Food Concepts

• Meat and two veg options served on plates and eaten with a knife and fork are less popular

• High Street retail marketing of products

Points to consider

• Extend your recycling policy to Include the kitchen

• Plates v Disposables and paper products

• Commission an independent consultant

• Consideration needs to be given to the revenue costs of running equipment that is purchased at the planning stage of any project. Cheapest is not always best in the longer term.

• Install meters in all new kitchens to enable you to track and quantify your consumption

• Include an assessment of energy consumption as part of a project in addition to the supply needs of any equipment that you are intending to purchase

• Consider mobile Induction Hobs to complement Combination ovens

• Do you require any Further information or clarification about Education Catering Support Services?

• www.educationcateringsupport.co.uk

Lunch & Networking

Welcome back

The importance of student

engagement

Pam Reynolds, Sustainability

Manager, Blackpool and The

Fylde College

The Importance of Student

Engagement

Pam ReynoldsSustainability Manager

Introduction

Using Benjamin Franklin’s premise “Involve Me and I’ll Learn”, staff and

students have been actively involved in a range of projects, events and

activities promoting sustainability.

This engagement method, coupled with current economic trends and a

need to take more responsibility for our own actions, has seen staff and

student participation soar.

Why is sustainability (SD)

important?

• It’s important for students to understand SD on a personal and professional

level for now and in the future – no matter what, things will change and

sustainability is fundamental to change.

• The education of today is crucial to enhancing the ability of the leaders and

citizens of tomorrow to create solutions and find new paths to a better, more

sustainable future…

Why is all this important

to tutors?

The topic of sustainable skills is a fundamental issue and action is needed now

in order to develop:

• Skills for future leaders to integrate sustainability into long-term decision

making.

• Increased sustainability and environmental knowledge and understanding

for future workers.

The Education for Sustainable Development (ESD) journey began with the College

receiving a £10,000 grant from LSIS to embed sustainability across 4 curriculum areas.

A total of 7 Schools are now working to embed SD and have developed a range of

curriculum specific:

• Schemes of work

• Tutorials

• Projects

• Activities/games

• Case studies

Students and staff have also been involved with a wide range of events over the past 3

years which include:

• Mend not spend fashion events and clothes shows

• Green Week fairs and Fairtrade Fortnight events

• Sustainable travel events

• Beach cleans and Blackpool Food Bank volunteer days

• Charity collections – food, toys, clothing, books, bric a brac, stamp collections

• Students’ Union Christmas Jumper Campaigns – Keep warm and donate

Progress so far…

1. Working with departments

and Schools

• Provide sustainability training for staff

• Meet with Heads of Schools, Curriculum Managers and Leaders to discuss

opportunities

• Include SD in the Learning, Teaching and Assessment Strategy

• Collate resources and make them available on the intranet or Moodle

• Attend Senior Tutor and Teaching and Learning sessions to discuss how

sustainability can be embedded within curriculum areas

• Identify key tutors and students to work on projects and campaigns

• Use tools and activities such as the Green Impact scheme to engage with staff

and students

• Develop a network of staff and students who will engage with sustainability –

provide regular updates and opportunities

• Encourage Vice Principals and Directors to join and participate in the

Sustainability Committee

• Hold sustainability training for the Management Forum/SMT

• Promote your success stories

2. Using the students Personal

Development Plan (PDP) to your

advantage

• The Government student enrichment/employability

model is a program all colleges must participate in

• What does your organisation offer in terms of

enrichment?

• What can your institution offer in terms of

sustainability opportunities?

• Provide simple ideas for tutors to involve their

students

• What opportunities are there in the local community?

• Develop partnerships with local charities and

organisations

• B&FC have developed the Green Impact scheme

specifically for individual curriculum needs

3. Working closely with tutors

to deliver sustainability and

engage students

At the start I met with key tutors and members of staff who had an interest

in sustainability

• Ask to sit in or participate with a variety of meetings such as – Senior

Tutors, Teaching and Learning and PDP etc, you will soon discover

which staff are willing to work with you

• Talk, visit, email

• Provide ideas, opportunities and curriculum resources

• Create a resource bank of information

• Produce case studies of successful projects

• This may take time but don’t give up

4. Utilising the NUS Green

Impact scheme

• Participation has increased year on year

• 12 staff teams and 6 students teams consisting of over 200 staff and students

• In 2014-15 the Green Impact scheme has been rolled out across 5 different

student groups

• A range of bespoke workbooks have been created to run alongside the

curriculum

• The scheme has recruited 22 student groups for 2015-16 so far

Benefits:

• Increased community engagement

• Improved communication channels to promote sustainability

• Increased sustainability awareness and understanding

• Greater involvement and support - network of staff and students

5. Creating networks of green

members to communicate

sustainability

Build up a network of staff and students from all the meetings and

forums you attend:

• Sustainability Committee

• Staff attending sustainability training sessions

• Tutors and tutor groups - invaluable

• Student Union/ student reps

• Students volunteering for projects/PDP

• Green Impact teams

• Student clubs and societies

6. Making the most out of the

Student Union (SU)

• Discuss with the SU if they would like to be involved with

sustainability - it won’t be too difficult to find something

they want to get involved with

• How does the SU communicate with other students and

how successful has this been in the past?

• It can be beneficial to provide ideas and let the students

provide the man power

• Arrange regular meetings and ensure minutes are taken

• It can be beneficial to set the SU timescales for the

completion of tasks

• Start with small but simple projects

7. Maximising communication

• Internal staff E-Bulletin

• Desktop images

• Green Impact network email and activities

• SU and student rep emails/texts

• Moodle

• Message of the day

• Facebook

• Twitter

• Pinterest

• NUV4D Bulletin

• Website links

• Flyers in the canteens

8. Inspiration and motivation

• A good event can be the key to future campaigns

• Use case studies specific to the course being taught

• Develop interesting practical/research activities

• Utilise Moodle

• At the beginning it is often beneficial to do some of the research/work for

the tutors

• Make your staff and student training sessions interesting and relevant to

the department/curriculum

• When beginning to embed sustainability into a module or course it can be

useful to develop a vocational element of the project

• Lead a group discussion or debate

Food for Thought…..

Why should [students] worry about the 90 million annual

increase in the world’s population...the 400 million unemployed

in the [global] South...ozone depletion, drought, famine and

poverty?

There is one very obvious reason. Anyone...over the age of

50, given reasonable good luck, can expect life to go on much

as it is now until we achieve our generous life expectancy.

Those...between 20 and 50 will need unusually good luck for

that to happen and anyone under 20 has no chance at all.

Something is going to have to change...

George Walker, Head of the International School, Geneva

Thank You!

Pam ReynoldsSustainability Manager

pam.reynolds@blackpool.ac.uk01253 504288

Empowering students as

change agents for on-campus

sustainable change

Katie Ferneyhough, Green Pad

coordinator, Students' Union

Staffordshire UniversitySustainable Change Student Board – empowering students’ as change agents

GreenPad

Funded as part of the Students’ Green Fund, 25 projects across 25 different

institutions, all with a sustainability focus

@SustainStaffs @GreenPad_Staffs

Two main focus strands:

1. Housing – changing properties

themselves

2. Positive Environmental

Behavioural change

GreenPad

Sustainability accommodation link

Driving positive changes within local houses, improving properties via environmental audits

Housing element now functions as a not-for-profit green lettings agency

On campus events and campaigns, now has a wider sustainability reach

@SustainStaffs @GreenPad_Staffs

Sustainable Change Student Board

(SCSB)

The SCSB was created for a Green Impact Excellence Project

@SustainStaffs @GreenPad_Staffs

> Ask STUDENTS what THEY

want to change, and ideas of

how to do so

> Make “sustainability”

applicable & fun

> They lead the change,

design the events, get other

students engaged

The SCSB

Hired & trained a team of 7 student volunteers to

be members of the SCSB itself,

Lead the meetings, take minutes, design

campaigns and events etc. alongside me and also

our lead green SU officer Tom

ALL students have the chance to make suggestions

@SustainStaffs @GreenPad_Staffs

Sustainable Change Student Board

(SCSB)

@SustainStaffs @GreenPad_Staffs

6 on campus events & 3 campaigns

Designed by students, FOR students

Aim – increase engagement with sustainability, get more people involved, BROADEN our outreach, enhance awareness

Able to expand events & deliver more of them!

Increase Engagement – make

“sustainability” applicable

Month EventDirect

Engagement

Indirect**

Engagement

Nov-14 Stoke Blackout 29 450

Feb-15 For The Love Of Campaign & Event 62 192

Tree Planting Event 17 168

Mar-15 Stafford Blackout 13 798

An afternoon on the Nature Reserve 6 785

Varsity Recycling Campaign & Event 107 ~600

Earth Hour #iveswitchedoff

campaign119 3428

Apr-15 Party in the Park 125 360

The Great Donate Campaign &

Event (until June 15)13 5005

May-15 Greenpeace Speaker 30 170

Full day on the Nature Reserve 12 242

Total 533 11598

@SustainStaffs @GreenPad_Staffs

The Blackout

@SustainStaffs @GreenPad_Staffs

@SustainStaffs @GreenPad_Staffs

The Great Donate

@SustainStaffs @GreenPad_Staffs

SCSB next steps…

Started as a short-term project to demonstrate that students do want to

engage with sustainability and the environment

Continue this work via a dedicated funding pot

@SustainStaffs @GreenPad_Staffs

EXPAND events and

campaigns

Sustainability

Society

Train a new SCSB

team

EXPAND events and

campaigns

Thank you

Any

questions?

@SustainStaffs @GreenPad_Staffs

Thank you

Adam van Winsum

Environmental Manager

A.VanWinsum@staffs.ac.uk

@sustainstaffs fb/sustainstaffs

Katie Ferneyhough

GreenPad Coordinator

Katie.ferneyhough@staffs.ac.uk

@greenpad_staffs fb/greenpadstaffs

Greenpad.co.uk

Conference closing comments