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StaffOrganising forSustainability

UCU Environment Reps Handbook

UCU Environment Reps Handbook_Environment Reps handbook new 06/06/2014 09:36 Page 1

Introduction 2The global climate crisis 3•The education sector 6•UCU environment organisation 8•Appointment of environment reps 10•Functions, Time off and Training 12•Campus role 14•Curriculum role 20•Community role 22•Campaign role 24•Contact list 26•

Contents

Foreword – Sally Hunt, UCU General Secretary


Foreword – Sally Hunt, UCU General Secretary

This handbook is designed to support the workof our members who represent the union onenvironmental issues. We hope it will help in theappointment of new reps and contribute to ourambition to put sustainability into themainstream of what we are doing as a union. Inthe absence of legal rights to appointenvironment reps we recognise that it is noteasy to prioritise activity around sustainabledevelopment. We will continue to campaignwithin the sector and with the TUC for changesin employment law for proper recognition of thisrole.

The transition to a low carbon economy is alegal requirement under the Climate ChangeAct. This transition will impact on every sectorof the economy – not least education. It is ourmembers who will deliver the research,knowledge and skills to deliver this transition.The tertiary sector is also expected to havesustainability at the heart of its operations. All of

this has major implications for our members;what they do, how they work and on their termsand conditions of employment.

That is why this handbook is not focused onhow staff can become more ‘green orenvironmentally friendly’. Such an approachwould risk limiting the debate on sustainabilityto encouraging individual behavioural changeand operational issues like recycling.

This handbook is about how our branches andassociations can make sustainability anorganising issue linked to decent jobs andsocial justice. The UCU can only be effective ifmembers take on this role and we hope thisguide will make a contribution to our goal of atleast one environment rep in every branch ofthe union.

Sally

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IntroductionIf the amount of practice matched the policyand research on sustainable development wewouldn’t be facing the global crisis we are innow. In the education sector there is noshortage of lofty aspirations about the need tosave the planet for future generations. Theproblem is that we are short of the kind ofaction that will deliver at the scale required.That’s why this guide is entitled ‘StaffOrganising for Sustainability’ (SOS). We have aplanet in distress that needs rescuing and unionenvironment reps can play an important part.

It’s important to stress at the outset that anEnvironment Rep is not an ‘environmentalchampion’ or ‘ambassador’. That title impliessomeone ‘who leads by example’. If there arechampions or ambassadors in your workplacethey may be useful contacts to engage with butthey are not a staff representative appointed bythe branch. They should also not be used bythe employer as a reason for refusing torecognise environment reps.

Union action on sustainable development offersus a chance to be pro-active on policydevelopment and implementation. It can attractnew members who have not previously beeninvolved in union activities. It can promote

engagement with students and all staff aroundareas of joint interest.

Hopefully this handbook will fulfil 2 mainobjectives:

Act as a source of support for existing reps i)Interest members sufficiently to considerii)taking on the role of the reps

Each section contains case studies, ideas foraction and links to resources. We welcome yourfeedback for future editions. For furtherinformation on any of the topics in thishandbook please get in touch.

Graham PetersenUCU Environment [email protected], 2014

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The global climate crisis 1The UN report contains a major globalassessment of the impact of climate change onthe world's food supplies, human health, citiesand rural areas. It warns of crop yields falling2% a decade even as the demand from arapidly growing population increases by 14%per decade. It also warns of extreme heatstress in cities, increased precipitation andwidespread flooding.

Climate sceptics – While 99% of the world’sscientists agree with the evidence of humaninduced climate change there is still a powerfulcorporate lobby preaching denial. Our sectorskey role in research and knowledge place us ina strong position to counter this.

‘Human-induced climate change has seriousenvironmental, economic and socialconsequences for all countries and all peoplesand represents one of the most serious globalchallenges facing governments and society inthe 21st century.’

(Education International World CongressResolution 2.5.1) EI is the largest global unionfederation representing over 30 million workersin the education sector.

In 2011, at the last World Congress, EI passeda UCU resolution entitled ‘Education Unionsmobilising on climate change.’ http://www.ei-ie.org/en/news/news_details/1929

First some background on why sustainabledevelopment needs to be moved upeverybody’s agenda –including trades unions.

The latest evidence in the•Intergovernmental Panelon Climate Change (IPCC)5th Assessment Reportstates that scientists are95% certain that humansare the “dominant cause”of global warming sincethe 1950s.http://www.ipcc.ch/Extreme weather is•increasing both inintensity and frequency,according to the chair of the IPCC, RajendraPachauri “Two types of extreme events aregoing to occur more frequently – extremeprecipitation and heatwaves. It is importantfor societies to deal with climate change if wewant to avoid the impacts."

The big picture or the little picture - Someclimate sceptics take the view that globalwarming is a left wing conspiracy to introduce achange in political and economic systems andintroduce state control. This line of reasoningraises some interesting questions. If “climatechange is the biggest failure of the marketeconomy in history” (Lord Nicholas Stern) thencan the same economy be relied upon to sort itout? Whatever your views on this the factremains that dealing with climate change byfocusing on individual behaviour change is notgoing to deliver at the scale required.

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International Labour Organisation (ILO) –The diagram above does at least refer to‘Worker’s Rights’, something that is oftenneglected in policy development. In 2013 theILO produced a report entitled ‘Sustainabledevelopment, Decent Work and Green Jobs.’This UN report emphasised the role of ‘socialpartners’, like trades unions, in ensuring a ‘JustTransition’ to a low carbon economy.http://www.ilo.org/ilc/ILCSessions/102/reports/reports-submitted/WCMS_207370/lang-en/index.htm

Guy Ryder, ILO Director General, in his closingspeech, reported that “The Green Initiative willneed to be at the heart of what we do and in allareas of ILO activity”

A Just Transition – “Just Transition” to a greeneconomy is about recognising and planning

fairly and sustainably for the huge changes thatclimate change policies will have for the wholeeconomy. The five Just Transition principles formanaging the process of change to asustainable future are based on fairness andequity:

1. ConsultationConsultation between representatives fromtrade unions, business, government,regional bodies and voluntary organisations,on the shift to a green, low carbon economy,

from the workplace to nationalgovernment

2. Green and Decent JobsInvesting in the technologies andinfrastructure to meet thesustainability challenges for a lowcarbon, resource- efficient futurewhile creating quality jobs.

3. Green SkillsGovernment-led investments ineducation/training and skillsprogrammes, from the workplace tonational levels, to equip studentsand the workforce with the skills fora low carbon, resource-efficient

economy. Promoting individual workerrights to training to ensure access for allworkers.

4. Respect for labour & human rightsDemocratic decision-making and respect forhuman and labour rights are essential inorder to ensure the fair representation ofworkers’ and communities’ interests.Strengthening worker information,consultation and participation rights tomatters concerning sustainabledevelopment.

5. Social protectionStrong and efficient social protectionsystems in the transition to a low carboneconomy

Almost as damaging as the role of climatesceptics is the ‘little picture’ approach thatreduces ‘environmentalism’ to paper recyclingand turning the lights off. http://webarchive.nationalarchives.gov.uk/+/http:/www.hmtreasury.gov.uk/sternreview_index.htm

The 3 spheres of sustainability – The ‘biggerpicture’ (Economic / Society / Environment) isoften illustrated in Venn diagram format like theone below:

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The TUC's report, A Green and Fair Future,argues:

“Unfortunately, significant periods of economicrestructuring in the past have often happened ina chaotic fashion leaving ordinary workers, theirfamilies and communities to bear the brunt ofthe transition to new ways of producing wealth.Indeed, many individuals and communities inthe UK are still paying the price for the rapidshift away from industrial production over thelast 30 years.

Such injustice cannot become a feature ofenvironmental transition. Not only would this bemorally wrong and socially damaging but itwould undermine the credibility of the transitionitself and could slow or even halt this vital andurgent shift.”http://www.tuc.org.uk/workplace-issues/green-workplaces/green-workplaces-news/green-workplaces-network/tuc-climate-change

UK Government response to the crisisThe UK signed up to the Kyoto Protocol onreducing greenhouse gas emissions andsubsequently passed the Climate Change Act2008. This set the world’s first legally bindingreduction target. There is a commitment toreduce the UK’s greenhouse gas emissions byat least 80% (from the 1990 baseline) by 2050.

The governments in the devolvedadministrations (DAs) in addition to beingcovered by the UK Climate Change Act, aretaking forward their own climate changepolicies;

The Climate Change (Scotland) Act was passedin 2009, committing Scotland to a 42%reduction in emissions by 2020 and annualreductions between 2010 and 2050. NorthernIreland and Wales are currently consulting.

There is a danger that these targets will not bemet due to the short-term focus of successivegovernments. UCU is concerned about the‘business as usual’ approach being taken atdomestic and international level. A long-termstrategic approach is lacking and this is havinga negative impact on what is happening atsector level. This coupled with the attacks onjobs, pay and pensions means that the issue ispushed down the agenda.

The lack of progress in reaching agreement ona new UN-led global climate change treaty hasundermined confidence in the ability ofgovernments to take decisive action together. Inthe UK, recent government policy has beencharacterised by policy u turns and mixedmessages. CIimate change is a trade unionissue and must form part of our alternative toausterity. Workplaces are responsible for 50%of carbon emissions. The education sectorcontributes to this but can also make a massivecontribution to the solutions. Many of thestudents we teach will become the nextgeneration of politicians and business leaders.We can’t afford a repetition of the mistakes ofthis generation.

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The education sector 2The school and tertiary sector has a crucial roleto play in training the workforce and citizens ofthe future. The transition to a low carboneconomy, underpinned by the Climate ChangeAct, has huge implications for the way thesector operates. There are a number ofinfluential organisations and UCU environmentreps should have an overview of who they are.Some of these are summarised below:

Funding Councils The councils are required to promotesustainable development as part of theirgovernment funding allocation:

Higher Education Funding Council for England•(HEFCE)http://www.hefce.ac.uk/whatwedo/lgm/sd/

“Our vision is that, within the next 10 years, theHE sector in England will be recognised as amajor contributor to society's efforts to achievesustainability - through the skills and knowledgethat its graduates learn and put into practice, itsresearch and exchange of knowledge throughbusiness, community and public policyengagement, and through its own strategiesand operations.”

HEFCE quote“Universities are uniquely placed to lead societyand vital to this are staff with knowledge,understanding and commitment. I very muchwelcome the UCU’s work in this area.” Andrew Smith, Head of Estates andSustainable Development, HEFCE

Scottish Funding Council (SFC)•http://www.sfc.ac.uk/home/home.aspx

“We will work with colleges, universities and ourpartners to lead and support change in furtherand higher education, which improves the lifechances of learners and supports jobs, growthand sustainability.”

Higher Education Funding Council for Wales•(hefcw)http://www.hefcw.ac.uk/home/home.aspx

“Education for sustainable development andglobal citizenship (ESDGC) seeks to integratethe principles of environmental, economic, andsocial sustainability in a framework where thesevalues contribute to and inform the futuredevelopment of higher education through thecurriculum, the links between universities andsociety and through their management of theestate.”

Quality Assurance Agency (QAA)http://www.qaa.ac.uk/Pages/default.aspxThe QAA monitors standards in universities andcolleges and publishes guidance on educationfor sustainable development (ESD).

Higher Education Academy (HEA)http://www.heacademy.ac.uk/The HEA supports teaching and learning andhas a Green Academy Programme. An ESDworking group has been set up to advise onpolicy development. UCU is a member of thisgroup.

Association of Colleges (AoC)http://www.aoc.co.uk/The AoC represents college employers and hasa Sustainability Portfolio Group. It has aregional structure and provides support forcolleges to engage with key stakeholders andagencies.

AoC Quote “Further Education Colleges are significantcontributors to economic growth and prosperity;their ability to work with and influence strategicpartners ensures that the importance ofsustainable development in skills and educationdevelopment is fully understood andopportunities maximised. AoC value the supportand involvement of the UCU in furthering theseaims” Ian Munro,Regional Director Association ofColleges SW & AoC sustainability lead

Ofsted http://www.ofsted.gov.uk/The body for inspecting schools and colleges.Sustainability is no longer part of the CommonInspection Framework which has weakened the

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EAUC Quote‘As sustainability is often perceived as justenvironmental activity, Unions have a criticalrole to play in helping to ensure the social andeconomic aspects of a more sustainable futureare recognised, valued and progressed.’ Iain Patton, CEO, EAUC

National Union of Students (NUS)http://www.nus.org.uk/NUS is the largest student organisation in theworld with over 7 million members. It hasdeveloped a strong presence throughprogrammes like Green Impact and the StudentGreen Fund.

National Union of Students Quote‘Trade union environmental reps play a vital rolein greening institutions from within, ensuringthat there is coordinated effort to engagecolleagues in sustainability, as well aschallenging institutions to do less bad and moregood’ Dom Anderson, NUS Vice PresidentSociety and Citizenship

People & Planet (P&P)http://peopleandplanet.org/P&P is a student network that campaigns onsustainability and social justice. Annually theyproduce a Green League table of theenvironmental performance of universities.

Sustainability and Environmental Education(SEEd) http://se-ed.co.uk/edu/SEEd works closely with schools to promoteinitiatives and linking up policy developments

SOS Checklist

Is your institution affiliated to the EAUC? This•will give you access to additional resources. Find out who the current student officers are•in your institution. Find out if there are any Green Impact or NUS•Green Fund projects in your institutionIf you are employed in the university sector•visit the P&P website to find out how yourinstitution performed in the Green LeaguetableIs there a People & Planet group?•

incentive to make progress in many institutions. Environment Association of Universities andColleges (EAUC) http://www.eauc.org.uk/homeThe EAUC has a membership of over 220universities and colleges, supportingsustainability within the UK tertiary educationsector. It has established the SustainabilityExchange as a resource of best practice. ‘ TheEAUC vision is a university, college & learningand skills sector where the principles & valuesof environmental, economic & socialsustainability are embedded, and Our Mission isthat we will lead, inspire & equip Members &stakeholders with a shared vision, knowledge &the tools they need to embed sustainabilitywithin curriculum and operations’

across the education sector. UCU is a memberof the advisory panel and is a strong advocateof alliances between the school and tertiarysector.

English Learning and Sustainability Alliance(ELSA) http://www.eauc.org.uk/elsa/homeELSA is a group of groups to promote thedevelopment of sector policy and practice.Many of the organisations above are members,including the UCU.

UCU and sector organisationsUCU has an important role to play in thedevelopment of policy within the sector. We arerepresented on a number of committees andcross-sector bodies and recognise the need tostrengthen this engagement in order to ensurethat the staff voice is heard.

Financial cuts and diluting policy commitmentshave made it difficult to maintain progress insome institutions. The sector is characterisedby uncertain and short-term funding which canresult in a failure to embed good practice.

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UCU environment organisation3The union operates at a number of levels tosupport our environmental work.

Workplace – Our environment reps andactivists are the most important part of ourstructure. Working through the UCU branchthey can use existing structures to be the pointof contact between staff and the employer.Where these structures are not operatingeffectively they can work collectively to improveprocedures. The next section ‘Appointment ofReps’ provides further advice on maximising theeffectiveness of branch action.

Regional and national networks – UCUencourages our reps to link up with colleagueswho work in the same region and country. Thiscan help to:

Exchange information on initiatives in FHE•workplacesAct as a source of support and guidance•Promote joint campaign work with other•unions and community activistsEngage with other organisations inside and•outside the sector that are organised on aregional or country basis.

Each network is encouraged to run an event. InScotland, Wales and Northern Irelandsustainable development is a devolved issueand UCU activities take account of this throughthe establishment of country networks.

National – The UCU Environmental Co-ordinator provides a range of support services:

Advice – Environment Reps and branch•officials are encouraged to get in contact ifthey require information or other supportRepresentation – The union is represented on•a number of sector consultation bodies. Thereare numerous policy developments where weaim to put the staff view Training – We run a 3 day accredited course•for reps and we are also developing onlinecourses for members. Dates and further

InternationalUCU is affiliated to Education International. Thisis the largest union global union federation withover 30 million teachers and academics. Aresolution proposed by the UCU sets out thepolicy adopted at the World Congress in 2011.Working with our sister unions on this issueprovides a practical demonstration of thesustainability slogan ‘Think global. Act local’.

http://www.ei-ie.org/Relationship to other partnersTrades Union Congress – UCU works with theTUC on a number of areas. For example:

Participation in the Green Workplaces project•which is designed to highlight examples ofgood practice.http://www.tuc.org.uk/workplace-issues/green-workplacesRepresenting the TUC on the International•Trade Union Confederation’s delegation to theUN climate change conferenceshttp://www.ituc-csi.org/climate-changeMembership of the Trades Union Sustainable•Development Advisory Committee (TUSDAC)which liaises with government departmentson policy issues.

details can be obtained from the Educationand Training DepartmentBi-monthly newsletter – All reps, branches•and other contacts are sent a newsletter 6times a year to keep them up to date with newdevelopments Website – The environment page of the site•contains a range of materials and guidanceAnnual Congress – The policy work is debated•and a fringe meeting arranged for delegates

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Quote from TUC“UCU Environment Reps have beenresponsible for delivering some fantasticworkplace initiatives. The TUC works closelywith the union to ensure that the worker's voiceis influencing policy and practice in theeducation sector and government." Frances O’Grady, TUC General Secretary

SOS Checklist

Do you receive the UCU Environmental News•and other updates? If not forward your nameand contact details to us.Are you linked up with other environmental•activists in the region? If not, contact yourregional office to find out what networks havebeen set up.Have you attended training courses on•environmental issues? Are there any reps orpotential reps who may be interested inattending a course?Tell us about your experiences of organising•by sending a short report we can publish in

NUS – Students and staff working together candeliver real progress. Funding for the StudentGreen Fund is a recognition of the role that theNUS has played in putting sustainability at theforefront of their work.

Quote from the TUC/NUS CharterThe TUC and NUS recently signed apartnership agreement based on jointcampaigning and support that sets out 10 waysin which students and unions will work togetherover the next year. It states that “Our vision isunderpinned by the principles of social justiceand environmental sustainability.”UCU is looking forward to the opportunity toapply this to the urgent need to mainstreamthese principles into the education sector.

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Appointment of Environment Reps 4

There is no legal right to appoint environmentreps. This means they do not have the samestatutory rights as other branch officers likeHealth and Safety Reps and Union LearningReps. Official guidance comes from theAdvisory Conciliation and Advisory Service

ACAS guidance ‘Trade Union representation inthe workplace’ (Oct. 2009)The role of environmental representativesand their needsIn some workplaces trade unions gainagreement from the employer to elect orappoint representatives with a specialist role.Environmental representatives focus on theclimate change agenda and changes in workorganisation and green workplace projects.They may serve on environmental committees ifthese are established. They can work toimprove the impact of an organisation orworkplace on the local environment, helpingnearby communities and raising the reputationof the employer.

Environmental representatives have nostatutory rights to time off, training or facilities.Appropriate training is available from tradeunions and the TUC and the governmentsponsored Union Learning Fund is available tosupport approved training programmes forthese representatives. In determining what timeoff, training and facilities should be agreedconsideration needs to be given to therelationship between these specialists and otherunion representatives concerned with collectivebargaining and ULRs. (Page 12)http://www.acas.org.uk/media/pdf/s/r/Trade-Union-Representation-in-the-Workplace-accessible-version.pdf (ACAS) which has a referenceto the role.

Convincing the employer

In the absence of legal rights branches areurged to make the case for recognition of therole. Points to consider include:

Institutions are expected by their funding•organisations and national bodies to engage

with staff on sustainability issues. The UCU isrecognised to represent the views of staff.The employer’s strategy documents and•polices will have more credibility if there is acommitment to consult with staff unionsThe implementation of sustainability policies•will be more effective with union support andparticipationThere are many aspects of sustainability•where a joint approach is more productive. Forexample unions have networks that go beyondthe institution and can support an institution’scommunity engagement strategyHE institutions will be able to support their•responses to the Green League Table andobtain additional points (Ref. extract below)

People & Planet Green League Table. One ofthe Green League criteria under Student & StaffEngagement section is:

“Engagement with recognised Trade Unionenvironment reps (eg. Green Reps) orengagement with trade unions onsustainability issues”

Clarificiations for satisfying the criteria:It is not sufficient to provide a letter from HR•saying that staff members are entitled to havetime off for union activities if requested. Werequire evidence that staff have actuallytaken time off/participated in trade-unionlinked sustainability activities. Points only awarded if union members•confirm that they have received time off forsustainability-related training or events.Evidence required (one of the following):Statement from responsible party from the•staff union (eg. Green Rep) confirming thatthis is the case, including contact details ofthe responsible party. Proof of the institutions engagement with•trade union representatives on sustainabilityissues (eg. Minutes of meetings,correspondence)

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Finding Environment Reps

The branch needs to have a flexible approach.The main requirement is someone who canraise issues with management, be consulted,and ensure action is taken.

An existing rep – When we look at the role ofthe rep in the next section you will noticeconsiderable overlap with other duties. Forexample employer decisions on staffing levelsmay have implications for the ability of theinstitution to provide courses that deliversustainability skills. A current branch officer maybenefit from:

Understanding existing procedures and the•potential cross-over between environmentaland other employment issuesAccess to managers and time off to move•issues forward

A new rep – There may be branch memberswho are highly motivated about climate justiceand sustainable development. Our experienceis that they represent a new source of activistswho may not previously have been a union rep.Finding people to take on the role will requireplanning and follow-up:

Ask if there is anyone working in a department•or building who is interested in environmentalissuesDistribute union material asking for•expressions of interest with a contact pointfor follow-up.Plan an event to raise interest among that•group of staff

Where individuals have expressed an interestthere should be a discussion around what theyare willing and able to do, and anyarrangements for training and facilities.

SOS Checklist

Does your employer recognise the role?•Check whether:

~ It is referenced in an agreement ~ It is referenced in a policy document ~ It has been carried out in the past and thereis any custom and practiceIs there anyone in the branch leading this•

currently? Check whether: ~ Any environmental functions are carried outby any existing branch officersIf the post is currently vacant sound out views•on members who may be interested Ensure that the person appointed is a member•of the Branch Committee and that the post isadvertised for election at the AGM Notify your regional office of the branch•member appointed as the environment repNotify the employer of the branch memberappointed to lead on this?

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The important thing to remember (and that’swhy we have put it in bold capital letters) is thatA UCU ENVIRONMENT REP IS NOTEXPECTED TO CARRY OUT ALL THEFUNCTIONS LISTED IN THIS HANDBOOK.Even if you had full-time release for unionduties you wouldn’t be able to do everythingthat could fit into the job description of a rep.The important thing is to select those activitiesthat fit the following 3 criteria:

It is something that interests youi)It is something that interests the staff youii)representThere is the prospect of making someiii)

progress

Key documents – Once you get started youwill need to find out who you need to liaise with.A starting point is the Environment /Sustainability policy. This is likely to be morethan one document and may appear in a varietyof names. Check that you have the most up todate version. These documents should indicatethe roles of senior management. Thedocuments are likely to contain some loftyambitions. You should quote these to gain thesupport of Vice Chancellors and Principals forwhat you want to achieve.

Key staff - Your institution should have at leastone member of staff designated to lead on this.In some universities this may consist of a largeteam of people. For example if you want todiscuss a workplace travel plan there may be aTransport co-ordinator in post. In many otherinstitutions it will be one person often doublingup in another role like the Health and SafetyManager / Officer or Facilities Manager. Theimportant thing is to establish a rapport as theirsupport will be crucial for getting things done. Inmany cases they will also be union members.

Key Committees – The policy should indicatethe range of committees established toprogress the work. In some workplaces thismay be combined with other functions like aHealth, Safety and Environment Committee. Inothers they will be stand-alone on areas like

Education for Sustainable Development. In allcases try to ensure there is unionrepresentation.

Persistence – Trying to get support for a unioninitiative can be very frustrating. In some casesyou will be dealing with staff who areoverloaded with work and will see it as an extraburden. In others it will be based on a lack ofunderstanding of why this is a core issue. Makesure you are recording requests for action. Atan appropriate point you may need to copy in amember of senior management to focus minds.

Delegate – To avoid meltdown try to delegate toother members of staff where possible. Youmay be pleasantly surprised to find thatalthough they may not be prepared to take on aformal position in the union they are happy totake on a support role.

Procedures – Make sure you consult withmembers of other unions. For example, a policythat you negotiate may have implications forsupport staff. Try and get as much done withoutgoing through committees. However, there willbe some things that require formal decisions.Get advice on which procedure to use if you arenot sure. Feedback the outcomes to the branchand members. If you are unable to obtainagreement on a course of action withmanagement you will need to discuss the bestway to progress the issue. In some cases thismay involve use of the grievance procedure.

Publicise successes – Strong environmentalinitiatives can provide excellent examples of theunion being pro-active rather than just the vital,but reactive, work on other terms and conditionsof employment. It can enhance the reputation ofthe union and help membership retention andrecruitment. Where it is a joint initiative with theinstitution it can foster an improvement inindustrial relations

Time off and training

The appointment of reps will be easier if there issufficient support to carry out the role.

Functions, Time off and Training 5

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Remission time is vital for reps to participate incommittees, policy development and projects.In the ACAS Code of Practice on ‘Time off fortrade union duties and activities’ the ‘workingenvironment’ (Page 8) is listed as one of theterms and conditions of employment that unionreps can use as a duty qualifying for time offand training.http://www.acas.org.uk/media/pdf/n/k/Acas_Code_of_Practice_Part-3-accessible-version-July-2011.pdf

The 4 Cs

UCU has broken down the functions into 4areas:

Campus•Curriculum•Community•Campaign•

Of course, there is considerable overlap

between them. The following sections of thehandbook provide guidance on how reps canaddress each one.

SOS Checklist

Obtain all up to date policies and•documentationBuild up a contact list of individuals you need•to liaise with on general and specific issues(Use the Contact List at the back of thishandbook to keep a note)Ensure new reps are provided with an•induction on how the branch works andprovided with copies of relevant documentslike this handbook Arrange for training andfacility time to carry out the role

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This covers the environmental management ofwork sites and related areas. The list belowcontains some of the main operations but theremay be others to include. We haven’t got thespace to go into detail of these functions. If youplan to follow up on a subject then look at someof the links provided. At the end of this sectionyou will find a checklist of actions covering allthe topics listed below:

Environment policies – This will be your•starting point. Make sure you have the latestversion by checking the institution’s websiteand contacting a member of the managementin a related post. All institutions will have oneor more policies. The content and form willvary but, as with a Health and Safety Policy,the UCU should be consulted.

Monitor the effectiveness of the policies – The•gap between policy and practice can be huge.Procedures should be in place to reviewperformance. In some cases the institutionwill be part of an Environment ManagementSystem (EMS) to audit this.

There are a number of schemes:

~ Eco-Management and Audit Scheme (EMAS)developed by the European Commissionhttp://ec.europa.eu/environment/emas/index_en.htm~ ISO 14001 similar to EMAS but not ascomprehensivehttp://www.iso.org/iso/home/standards/management-standards/iso14000.htm~ EcoCampus is designed for the FHE sector andhas approx 30% of HEIs signed uphttp://www.ecocampus.co.uk/web/Default.aspx~ Learning in Future Environments (LiFE) Indexis run through the EAUC as a service foraffiliates http://www.thelifeindex.org.uk/~ Green League Table is run annually by People& Planet covering the HE sector onlyhttp://peopleandplanet.org/greenleague

Inspections•An established method for monitoring

performance is by conducting a workplaceinspection. The techniques are very similar tothose used by safety reps. The inspectionscould even be combined if time off forenvironment work is limited.

Inspections can be general covering the fullrange of subjects listed below or could be morefocused on a particular subject like energy use.They may also need to be broken down by siteor department if you have a large area to cover.For example, the ETUC has published a QuickWalkround Checklist in its Green Reps Guidehttp://www.tuc.org.uk/sites/default/files/tucfiles/etuc_greenworkplaces_guide_union_reps.pdf

It will be important to consult staff before andduring an inspection to get an understanding oftheir current concerns. Try and find someonewho is prepared to be your point of contact oneach site / department to help you do this. Preor post inspection surveys are one way ofgetting staff involvement. Ask for copies of anyrelevant documents that may need to bereferenced before you start.

Decide whether you want to conduct theinspection independently or with a member ofmanagement. Joint inspections with someonewho has environmental responsibilities withinthe institution can be useful. Estimate howmuch time you will need and get agreement onthe date and the time off to prepare andcomplete it.

Note down your observations and use these todecide what requires follow-up action. Discussyour plans with other reps and members to getfeedback and support. Agree on the best way ofreporting any observations and put these inwriting.

The TUC report, Green Unions at Work 2012,includes many examples of good practice insaving energy, resources, waste managementand travel: http://www.tuc.org.uk/workplace-issues/green-workplaces-news/tuc-greenworkplaces-news-august-2012

See also the TUC’s Green Workplaces News,

Campus Role 6

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for information on green workplace initiatives,training, policy developments and upcomingevents: http://www.tuc.org.uk/workplace-issues/green-workplaces/green-workplaces-news

Adaptation and risk assessments •

The IPCC Report on ‘Climate Change 2014:Impacts, Adaptation and Vulnerability’ coversthe risks faced now and how workplaces willneed to adapt to deal with them.http://www.ipcc.ch/report/ar5/wg2/

The UK Climate Change Risk Assessmentpublished in January, 2012 – indicates thathealth and well being will be affected by bothextreme weather events and long- term gradualchange. The main challenges are:

~ higher temperatures on land and sea~ changing rainfall patterns~ rising sea levels

Risks like flooding and other emergency eventswill require a risk assessment.

Air quality - One of the climate change•impacts we face is deteriorating air quality. Inthe UK air pollution can be up to 10 timesover the legal limit. Many FHE institutionsare located on high streets in heavilypolluted areas from traffic and industrialprocesses. Exposure to nitrogen dioxide andparticulate matter PM10s cause 1000s ofpremature deaths every year. There areclear overlaps with our actions on Transportand community campaigning below.

Bio-diversity•

The protection of biodiversity and other keyecological features is a fundamental part ofsustainable development. The IPCC 4th Reportestimates that if emissions remain high, thenparts of Europe will see 60 per cent of allspecies gone by the year 2080.

New development must minimise harm toexisting biodiversity and aim to enhancehabitats and wildlife. Many universities haveextensive grounds which have the potential tosupport habitats and eco-systems. Theprotection of green space is vital for well-being

as well as wildlife.

Many institutions are in urban areas with limitedopportunities to support biodiversity on theirestate. In these locations it may still be possibleto introduce green roofs or walls. Green roofsserve several purposes for a building, such asabsorbing rainwater, providing insulation,creating a habitat for wildlife, providing a moreaesthetically pleasing landscape, and helping tolower urban air temperatures and mitigate theurban heat island effect.

Construction and refurbishment •

When institutions are altering existing buildingsor putting up new structures it offers a realopportunity to improve the sustainabilitystandards of their estates. The design andcommissioning stages are crucial in ensuringthat it is a central consideration. EnvironmentReps should try to get involved at the earliestpossible stage. Dealing with performancestandards on the topics in this section will beeasier if they have been factored in from thestart.

BREEAM (Building Research EstablishmentEnvironmental Assessment Methodology) is theworld’s longest established and most widelyused method of assessing, rating and certifyingthe sustainability of buildings.http://www.breeam.org/about.jsp?id=66

Energy management - Buildings consume a•huge amount of energy. Annual energycosts for FHE sector are approx £400million and produce 3.1 million tonnes ofcarbon emissions. The Carbon Trust haspublished guidance with case studies andenergy reduction measures.http://www.carbontrust.com/media/39208/ctv020_further_and_higher_education.pdfUCU has published guidance on EnergyManagementhttp://www.ucu.org.uk/env_resourcesWord of warning - Energy saving isimportant but reps need to ensure it is notused as a cover for cuts in courses andclosing buildings. Liaison with safety repsmay be necessary where energymanagement could impact on temperaturestandards.

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Energy indicator data

Energy consumption in kWh•Energy emissions in CO2•Energy emissions by cost•Energy generated on-site by combined heat•and power (CHP)Renewable on-site energy generation •

Finance and investment •

Millions of pounds are invested in the stockmarkets on our behalf in the form of pensionsfunds and other investments. How can we makesure they are not funding pollution, exploitationor human rights abuses? The environment isclearly not a ‘non-financial issue’. There isincreasing agreement that social andenvironmental factors must be taken intoaccount.

Many universities have ethical investmentpolicies that contain statements like:

‘We will not invest in companies and fundsdirectly involved in:

Production of landmines, cluster bombs,nuclear and conventional weapons

Tobacco manufacture, alcohol, pornography,gambling

Support of oppressive regimes

Anti social sales and marketing practicesrelating to alcohol and tobacco

Violations of international conventions andnorms in the areas of human rights,employment practices and climate change;

We will give active consideration to investmentin companies and investment funds whichdemonstrate policies and practices whichaccord with the University’s values. ‘ There are 2 areas that require attention:

The investment /endowment strategy of the•institutionThe investment strategies of the pension•funds in the sector.

Both of these are covered in the Campaignsection

Food policy •

IPCC Report -There is enough evidence to sayfor certain that climate change is affecting foodproduction on land and sea. The rate ofincrease in crop yields is slowing – especially inwheat – raising doubts as to whether foodproduction will keep up with the demand of agrowing population. Changes in temperatureand rainfall patterns are likely to lead to foodprice rises with increased extreme weatherevents contributing to crop failures.

Universities and colleges have a significant roleto play in the food chain both as procurers andproviders of food to millions of students eachyear. Education institutions have a responsibilityto address the sustainability and carbonintensity of their food supply chains, whether itis provided internally or through contractors.

Procurement and supply chain •

A well thought-out purchasing strategy can helpsave energy and resources, and supportworker’s rights. Your organisation can commit tobuying products that are:

~ environmentally friendly across their wholelifecycle. They use low amounts of energy andother resources, and create minimal pollution,in their production, transportation, use anddisposal~ socially responsible. They are safe and easyto use, made by workers who have a right toorganise themselves into independent tradesunions and with an ethical supply chain.

Sustainability Exchange has produced anumber of resources that highlight goodpractice in the sectorhttp://www.sustainabilityexchange.ac.uk/the-exchange

Transport •

Transportation is the fastest growing source ofgreenhouse gases. In the UK approx one thirdof emissions are caused by domestic transport.Reps need to understand the current methods

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used in the workplace by obtaining informationon indicators like:

* Breakdown of journeys to work:

~ car driver only ~ car shared ~ walking~ motorcycle ~ cycle ~ public transport

* Number of Flights – internal and external

* Performance of vehicle fleet

This information can then be used to identifyexisting and potential policy measures like:

* consultation

* rewarding green travel

* joined up thinking between providers andinstitutions re trains, buses.

* greener vehicles for fleet / Charging stations

* cars - energy efficient cars / essential users /charging policy / car pools / park and ride

* cycling – storage / promotion / payments /facilities eg showers / cycle to work schemes

* public transport – subsidies / travel options

* reduce need – homeworking / remote working

* recording – centralised booking systems

Waste - We generate about 250 million•tonnes of waste in the UK. This costs UKindustry approx £15 billion a year. WasteWatch has produced a useful informationsheet that describes the main areas ofEuropean and National legislation affectingwaste management. This can be accessedat:http://dl.dropboxusercontent.com/u/21130258/resources/InformationSheets/Legislation.htm

Control measures should incorporate the wastehierarchy of:

~ Eliminate~ Reduce~ Re-use

~ Re-cycle~ Dispose in a responsible way

More emphasis is now being placed on ‘circulareconomy’ techniques that eliminate wastethrough a ‘cradle to cradle’ approach.

Waste indicators

~ Waste – total~ Waste – recycled~ Waste – incinerated~ Waste – landfill~ Hazardous waste covered by separateregulations

Water - Each person uses on average 150•litres per day. Envirowise consider mostworkplaces could reduce usage by 20-30%with free or low-cost measures. Water islinked to carbon emissions as a result of theenergy used to purify, circulate and heat it.Potential water reduction measures include:

~ Grey water usage and Rainwater harvestingoptions for washing vehicles, toilet flushing,gardens~Sensors / automatic valves on urinals~ Low volume cisterns~ Percussion taps~ Spray taps and reduced water pressure~ Green / sedum roofs~ Water filters not bottled~ Phase out plastic cups and bottles~ Awareness raising

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SOS Checklist

Environment Policies

Find out whether the union was consulted on•the environment policy. Check the review dateand identify areas where it could be improvedusing the checklist below. Does it: State how as well as what should be done?•Reference responsibilities within themanagement structure including governorresponsibilities?Contain targets that conform to SMART•principles (specific, measurable, achievable,relevant and time-bound)?Have a review date?•Reference a trade union role and recognition•of environment reps?Reference a student role?•Cross reference more specific environmental•policies?Be accessible and communicated?•Reference ethical and corporate social•responsibility principles?Include training and information for staff?•Have a sign off and dated by the most senior•individual in the organisation?Identify the roles and structures of•committees?

Monitoring the policies

Is the institution signed up to an environment•management system (EMS)? If so, obtaincopies of relevant performance reports.Are you consulted during the audit process?•Is the institution signed up to an environment•management system (EMS)? If so, obtaincopies of relevant performance reports.Are you consulted during the audit process? •

Inspections

Find out if there is an established inspection•system within the institution and obtaincopies of relevant documentsDraw up a checklist based on the subjects and•areas you intend to cover. Use the examplesreferenced at the end of this section to helpcustomise this.Carry out an inspection starting with one of•your priority issues.

Adaptation and risk assessments

Find out if your institution has carried out a•climate change risk assessment. This may begeneral or specific to types of extremeweather eventsLiaise with the UCU safety rep to review•existing policy and whether there are suitableand sufficient adaptation measures in place

Air Quality

Contact your employer to find out if any air•quality measurements have been carried out Liaise with the safety rep to discuss a joint•approach if you think staff and students are atrisk

Bio-diversity

Find out if your institution has mapped the bio-•diversity on its estate Get a discussion going with colleagues on the•type of things that could enhance the bio-diversity of the workplace

Construction and refurbishment

Have buildings on your sites received a•BREEAM assessment?Are there any new build or major•refurbishment projects scheduled?

Energy management

Inspect the Display Energy Certificate (DEC)•for each building. This will give you an idea ofthe performance standard rated from A (veryefficient) – G (least efficient).Check whether your institution is registered•with the Carbon Reduction Commitment (CRC)Energy Efficiency Scheme. This is arequirement for most universities and somelarge FE institutions.Use the indicators in this section to obtain•data Use the checklist and action guide in theCarbon Trust guidance (Pages 33-35) toidentify potential follow-up activity

Finance and investment

Does the institution have a publicly available•18


ethical investment policy?Is the policy reported on annually?•Are there opportunities for staff, students and•other stakeholders to engage?Does your institution’s ethical investment•policy make explicit reference to, and/orcommitments to, excluding investments in thefossil fuel industry?

Food policy

Does your institution have a publicly available•sustainable food policy which sets time-bound targets for improvements?Check the People & Planet Green League for•ideas on improvements like local sourcing offoodhttp://peopleandplanet.org/greenleague/methodology/sustainable-food

Procurement and supply chain

Check whether you have a sustainable•procurement policy or any reference in yourstrategic policy documentUse the ‘Procurement and supplier•engagement’ section of the Resources pageon the Sustainability Exchange site above toobtain examples of good practice

Transport

Find out what is being done to promote green•transportDoes your employer have a Green Travel Plan•that was agreed with the trades unions?Are any of the travel policy measures in this•section being implementedAre these measures fair and transparent? •

Waste

Find out who has responsibility for waste•managementHas it been quantified? Use the indicators in•this section.What is the cost of waste disposal for your•institution?Is there a target for waste reduction? Water•Find out the annual water usage and how it ismeteredContact management to find out how many of•the reduction measures in this section are inplace

Water

Find out the annual water usage and how it is•meteredContact management to find out how many of•the reduction measures in this section are inplace

Resources

Further information on some of the Campusissues listed above can be found by using thefollowing links: Go Green at Workhttp://www.tuc.org.uk/sites/default/files/extras/gogreenatwork.pdf Targeting Climate Changehttps://www.tuc.org.uk/publications/targeting-climate-change-tuc-education-workbook-trade-unionists (available from the TUC)

Prospect: ‘Greening your workplace’, ProspectTrade Union Negotiators Guide has a sampleworkplace checklist on Pages 16-17https://www.prospect.org.uk/about_us/what_we_stand_for/environmentpolicy/index

Green Workplaces: A guide for unionrepresentatives, ETUC:http://www.tuc.org.uk/sites/default/files/tucfiles/etuc_greenworkplaces_guide_union_reps.pdf

Sustainability Exchange has a range of casestudies on some of the areas listed abovehttp://www.sustainabilityexchange.ac.uk/

People & Planet Green League Methodologyhas useful criteria on some of the areas abovehttp://peopleandplanet.org/greenleague/methodology

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Our union policy passed at annual congress isto support the mainstreaming of education forsustainable development (ESD) in the FHEcurriculum. UCU members expect theirinstitutions to ensure that students are providedwith knowledge and skills that are centred onsustainable development principles.

We recognise that some progress has beenmade by a number of institutions in the sector.However, we are concerned that this progressis the exception rather than the norm.

“The learning environment and the supportavailable for staff and students have animportant role to play in education forsustainable development.” (HEFCE). Westrongly support this statement and would arguethat in many institutions this support does notexist or is marginal. Policy commitments onESD are often not effectively resourced andlead to ineffective implementation. It means thatmany academic staff are expected to ESD-prooftheir lesson plans and schemes of work withvery little additional support.

The expectation that staff will deliver thedesired curriculum is an issue of terms andconditions of employment. There should be areference to the role of recognised trade unionsin the formulation and implementation of theinstitution’s strategy. This should includeconsultation on continuing professionaldevelopment and remission arrangements toenable staff to adapt the syllabus to the agreedgraduate outcomes.

UCU ESD work falls into 2 categories:

1. Participating and trying to influence thenational and international policy framework

The UN Decade for ESD 2005-2014 has notdelivered change at the scale required. UCUbelieves that reduced funding and policy drifthave hampered progress.

The Global Action Programme on ESDreplaces the UN decade. UCU is concerned thiswill remain another missed opportunity unless

funding bodies, awarding bodies, inspectionframeworks and other sector organisationsagree a co-ordinated approach.

The Green Skills Manifesto is our attempt toset out the framework required. It is a policydocument of the Greener Jobs Alliance (GJA).The GJA is a coalition of unions, studentorganisations and NGOs.http://www.ucu.org.uk/media/pdf/p/i/Green_skills_manifesto.pdf

English Learning Sustainability Alliance –UCU is one of a number of sector organisationsworking to influence policy and practice in thiscoalition. ESD is a devolved issue, andstandards in Scotland and Wales are better.http://www.eauc.org.uk/elsa/home

2. Setting up pilot projects to illustrate ourapproach to ESD

This approach is based on opening upcollaborative working between all parts of thesector – school, colleges and universities. Toooften when one part of the sector designs aninitiative very little thought is given to howneighbouring institutions can be involved.Activities where student assignments can bebased around either community working orbringing the community into the institution. Thisapproach is not new but it isn’t done atanywhere near the scale that matches thepotential benefits.

Union Learning Reps – If your branch has aULR arrange a discussion on staff support forESD. This could involve an approach tomanagement to incorporate it into ContinuousProfessional Development Training

Joint approach with Student Officers – UCUreps can get valuable support for curriculuminitiatives by campaigning with students.Successive surveys have shown that80% of students believe that sustainabledevelopment should be actively promoted andincorporated by UK universities, a belief whichincreases as they progress through theirstudies. This is one of the major findings of

Curriculum Role7

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Student attitudes towards and skills forsustainable development by the National Unionof Students (NUS) and Higher EducationAcademy (HEA).http://www.heacademy.ac.uk/resources/detail/sustainability/2013_student_skills_final_report

These statistics found expression at theUniversity of Manchester, where a group ofstudents rejected the syllabus of theireconomics course, and called for content morerelevant to today’s realities. “I want to see farmore students doing this – whether they’restudying economics, tourism, hairdressing,literature, or whatever. We’re currently facingmassive social and environmental problems,and we need education to open up a new wayforward – creating graduates who are part ofthe solution to today’s sustainability challenges”says NUS vice president of society andcitizenship, Dom Anderson.http://www.nusconnect.org.uk/news/article/greenzone/Challenging-the-curriculum-at-the-University-of-Manchester/

SOS Checklist

Is there a separate policy on ESD?•Is ESD referenced in your institution’s•Environment / Sustainable Developmentpolicy? Is there a joint forum for discussingESD issues?Is Sustainable Development training provided•for staff as part of Continuous ProfessionalDevelopment?Are staff encouraged to build sustainability•into personal and professional developmentplans? Has an audit been carried out of the SDcontent of all curriculum areas?Is SD included as part of tutorials?•Are sustainability issues within your•community explored?Have learning opportunities related to how•the institution is managed been explored? E.g.Estates management functions linked to thecurriculumHave opportunities for curriculum•development been assessed in line withpotential low carbon skills growth areas?

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Links with local businesses and communityorganisations offer a huge potential to give apractical meaning to ESD and relate it toemployability opportunities. In many institutionsthe practice does not match the missionstatements on community engagement.

Outside of the workplace unions often havestrong community links. These will be vital inbuilding the coalitions of the future. In manyareas trades councils have responded to the

recent annual congress decision to make this apriority campaign. For example, Battersea andWandsworth TUC has been instrumental insupporting a low carbon zone in the borough,illustrating the potential of putting communitytrade unionism into practice. It can open up jointwork with organisations that may have had littleprevious contact with the union. Local actionhas its limitations but it can often be a welcomerelief from banging your head on the nationalpolicy wall.

Community Role8

Example 1: Green Gown Award Winner Best newcomer category ESD community engagementand the curriculum – South Thames College

This project provides a practical demonstration of‘stakeholder engagement’. It illustrates howSouth Thames College (STC) is forging allianceswith low carbon community organisations, tradesunions and campaign groups. The FurzedownLow Carbon Zone, (FLCZ) was established todemonstrate the link between curriculum and community engagement. A range of measures onenergy efficiency, renewable energy and environmental awareness have been introduced. Thishas been linked to the curriculum by involving students from the Engineering and BuildingServices School. Furzedown residents have benefited and the institution has been able toshowcase a practical example of outfacing community work. Page 4 Winners Brochurehttp://www.eauc.org.uk/2012_green_gown_awards

Example 2: Green Gown Award Winner Learning and Skills Category Eco-skills to influence communities – Lewisham College

This project shows the success of partnershipworking – employers, trade unions, councils,labour agencies and community groups, providinga ‘joined up’ approach to tackling environmentalsustainability. They provide venues, learningresources, work placement and job opportunitiesto widen participation from vulnerable and hard toreach people in the community and at work. TheDiscussion Leader model has been incorporated into multi-million pound building projects inLondon. Page 26 Winners Brochure http://www.eauc.org.uk/2012_green_gown_awards

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Both these projects show the benefits ofgenuine engagement. Unions must tap into thedesire in local communities to confront thechallenges of climate change. Examples ofother areas for joint work across the curriculuminclude:

Air monitoring - Testing air quality standards•on busy roads can provide valuableinformation for staff, students, businessesand local residents. It uses ‘citizen science’methods which can easily be carried out bystudents and community activists. Usefultoolkits to do this work have been produced bythe London Sustainability Exchangehttp://www.lsx.org.uk/news/hottopics.aspx?id=3604Renewable energy – UCU has supported the•development of energy co-operatives wherelocal residents raise money for theinstallation of renewable technologies.Food – The UCU branch in Sheffield City•College has been working with students fromthe 2 universities to link food consumption toissues like poverty, sourcing and healthyeatingGreen Skills Partnerships – UCU has been•

working with TUC Unionlearn in an alliancewith local authorities, colleges andemployers. This project has been singled outfor praise by the European Union for providinga range of training support in the constructionsector. http://www.unionlearn.org.uk/our-work-and-projects/skills-investment/skills-green-economy/green-skills-partnership

These projects could involve students fromacross the education sector and acrossprogrammes of study. Many particularly lendthemselves to business studies, media, healthand social care, science and maths courses.

SOS Checklist

Identify individuals and organisations from•outside the institution who are active onenvironmental and social justice issuesAre there sustainability projects taking place•within your institution that could involve otherparts of the local education sector andcommunity organisations?Are there sustainability projects taking place•within the community that could benefit fromthe involvement of your institution?

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Unions have always been campaigningorganisations. We also recognise the need for abroad based approach and work with a varietyof groups to maximise impact. Currentcampaigns include:

Jobs and social justice – The low carboneconomy is currently the biggest growth sectorbut it could be even bigger with the correctstrategic approach. Unions don’t want jobs atany price. The UCU campaigns on fair pay andzero hour contracts are part of ensuring thatjobs should be long-term, have careerprogression, decent terms and conditions, andthe right to belong to a trade union. Manyadvocates of green growth ignore this and thatis why currently many of these jobs are short-term and low paid.

The One million Climate jobs campaign was setup by trade unionists within the Campaignagainst Climate Change, and is supported by anumber of national trade unions, including PCS,CWU, UCU and TSSA. The One Million ClimateJobs report received inspiration from thestruggle of workers at the Vestas wind turbinefactory on the Isle of Wight, who occupied theirfactory when it was slated for closure in mid2009.

Campaign Against Climate Change (CACCTU)•http://www.campaigncc.org/unions.shtml

For more information about the CCC TradeUnion group's One Million climate JobsCampaign see www.climate-change-jobs.org

Energy policy

This is a major issue of public concern andUCU is affiliated to:

Trades Unions for Energy Democracy (TUED)•Trade Unions for Energy Democracy is aglobal, multi-sector trade union initiative toadvance public, democratic direction andcontrol of energy in a way that addresses theneeds of workers, communities and theenvironment. UCU is a member along with a

number of global unionfederationshttp://energydemocracyinitiative.org/Energy Bill Revolution is a coalition calling on•the government to end fuel poverty. Thecampaign focuses on energy bills, withmillions of people struggling to heat theirhomes. The main reasons for this crisis arethat gas, oil and coal prices are high, and theUK’s homes are some of the most energyinefficient in Europe – leaking heat from theirdoors, walls and windows. The campaign callsfor the government to use carbon taxes tolaunch a comprehensive energy efficiencyprogramme that could create thousands ofjobs. UCU is affiliated to the campaignhttp://www.energybillrevolution.org/.

Investment Policy

The average pension fund portfolio has 55% ofits assets invested in high-carbon sectors,which could face devaluation as the world aimsto keep global warming below the internationallyagreed limit of 2°C. There is now evidence of a“carbon bubble” consisting of over-valuedassets such as oil, coal and gas reserves thatcan probably never be burned. To meet theinternationally agreed global warming limit of2°C, humans can only afford to pour another565 gigatons of CO2 into the atmosphere by2050. Yet thereare known fossil fuel reserves inthe ground which add up to 5 times more thanwhat we can burn. Billions of dollars are spenteach year to extract these resources becausethey are directly linked to the market value ofmajor corporations. As the damaging impacts ofclimate change mount and we turn to lowcarbon solutions, the value of these assets islikely to drop dramatically.

The 2 campaigns UCU is working with onfinance and investment strategy are:

‘Fossil free’ run by People & Planet. This is•aimed at the investment and endowmentpolicies of individual institutionshttp://peopleandplanet.org/fossil-free‘Green Light’ run by ShareAction. This is aimed•

Campaign role9

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at pension funds like the UniversitiesSuperannuation Scheme (USS)http://www.shareaction.org/greenlightcampaign

Combating climate change will require afundamental reform of the economic andfinancial system. The old model isn’t working –it’s time to get out a new one.

SOS Checklist

Is your branch involved with any climate•campaigns? Organise a meeting to discuss participation in•one of the campaigns listed above.

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Contact Lists10Contact List – Workplace

This should include senior management, environmental management, facilities and students

Name Organisation Email Telephone Other

Contact Lists – Union

This should include branch secretary, health and safety rep, union learning rep, and environmentalcontacts in other unions, trades union council, CACCTU, plus UCU region


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Contacts List – Community and Campaign Organisations

This should include local authorities, employers, transition towns, environmental NGOs and lowcarbon community groups


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Documents

Environment Reps handbook new - UCU - Home · 2014-07-02 · The 3 spheres of sustainability– The ‘bigger picture’ (Economic / Society / Environment) is often illustrated in