sustainability insight ucccfs workshop climate change action plans design, development and...

Sustainability Insight

UCCCfS Workshop

Climate Change Action Plans

Design, Development and Implementation



Welcome

Contact DetailsColin Brown

Director

Built Environment & Sustainable Development


T 0131 476 3020

M 0754 502 5219

E [email protected]

W www.sustainabilityinsight.co.uk

Sustainability In the Built Environment


Sustainability In Further & Higher Education

Sustainability In Procurement

SustainabilityIn Waste

SustainabilityIn Corporate Responsibility


mailto:[email protected]

http://www.sustainabilityinsight.co.uk/



Welcome

Recent Sustainability Insight FHE Engagement

• EAUC Resource Map

• SFC Sustainable Development Estate Management

Guidance – 2009 Amendment and Update

• DFID Promoting Poverty Aware Procurement on

Campus

• Sustainability Insight Climate Change Action Plan

(CCAP) Design, Delivery and Implementation

• EAUC CCAP Workshop Events

• EAUC CCAP Template and Proforma Review




Introduction

Objectives of Today

WILL NOT

• Instruct you on what a CCAP will look like or what it must contain

WILL

• Provide relevant CCAP information and appropriate guidance and advice

• Facilitate debate and initiate discussion. Chatham House rules apply

• Review and develop existing and proposed CCAP guidance

• Begin the process to establish best practice CCAP checklists and or CCAP

Template to provide further guidance & direction throughout the CCAP process

• Feedback all findings and consultation to EAUC and UCCCfS Advisory Board



Introduction

Event Structure

Four short sessions of roughly the same format:

• Introduction and analysis of one of the Four main aspects of a Climate

Change Action Plan – Why, What, Who and How

• Relevant Scottish FHE Case Study/ shared experience from the floor

• Workshop and consultation related to associated CCAP topic

• Summary of workshop findings

• Q & A



Introduction

Group Participation

• Some of you are well down the road of completing your CCAPs

• Some of you are responsible for driving the sustainability agenda within the

FHE sector

• Some of you have allocated resource in terms of both finance and agenda

focussed personnel to address climate change, carbon emissions reduction

and sustainability issues

Together you may represent for 10% - 15% of the sector



Introduction

Group Participation• Some of you have just begun or about to begin the process of completing a CCAP

• Some of you the climate change, carbon emission reduction and sustainability are areas that have until recently, been the remit of somebody else

• Some of you have yet to allocate or have just begun to allocate resources in terms of finance

• Some of you will not have additional agenda focussed personnel to address climate change, carbon emissions reduction and sustainability issues

Together you may represent 85% - 90% of the sector



Introduction

Group Participation

• Essential that we have a balanced input from both groupings

• Begin the process that develops meaningful and useful material and guidance that is developed from within the sector, for the sector

Question Sheets• Please take a couple of minutes to complete the questions relating to session one



Session 1 - Why?

Why are climate change, carbon emission reduction and sustainability important issues for Scotland and FHE sector?

• Planet

• Legislation

• Cost

• Campus

• Community

• Education

• Leadership



Session 1 – Why?

Scotland’s Climate is already changing

Since 1961…

• Temperatures have risen in every season

• Become 20% wetter

• Growing season earlier and longer

• 25% fewer days of frost

• Snow season has shortened

Source: SNIFFER A Handbook of Climate Trends Across Scotland



Session 1 - Why?

By the 2050’s if emissions continue at their present rate

Central estimates based on 1961-1990 baseline

Eastern Scotland Northern Scotland Western Scotland

Summer average Temperature

+2.3°C +2.0°C +2.4°C

Winter average Temperature

+1.7°C +1.7°C +1.9°C

Summer precipitation

-12% -10% -12%

Winter precipitation

+10% +15% +15%



Session 1 - Why?

Why is 2°C bad?

Increased risks of e.g.:

• Water shortage

• Flooding

• Rising sea levels

• Diseases

Warming not shared evenly – some countries warm more than others

Dr Rajendra K Pachauri, IPCC Chair, Copenhagen, March 2009



Session 1 - Why?

By the 2080’s if emissions continue at their present rate

Central estimates based on 1961-1990 baseline

Eastern Scotland Northern Scotland Western Scotland

Summer average Temperature

+3.5°C +3.0°C +3.5°C

Winter average Temperature

+2.3°C +2.2°C +2.6°C

Summer precipitation

-16% -11% -15%

Winter precipitation

+12% +17% +21%



Session 1 - Why?

Sea Level

The sea level in Edinburgh is expected to rise:

• 13.9 cm by 2050

• 24.4 cm by 2080

• 30.5 cm by 2095



Session one - Why?

Legislation and Initiatives

• The Stern Review on the Economics of Climate Change

• Choosing Our Future: Scotland's Sustainable Development Strategy

• Low Carbon Building Standards Strategy for Scotland (Sullivan Report)

• PAN 84: Reducing Carbon Emissions in New Development

• EPBD - Energy Performance Certificates (EPCs)

• Carbon Reduction Commitment (CRC)

• Zero Waste Scotland

• SPTF Procuring the Future Report and Flexible Framework

• People and Planet Green League

• Universities That Count (UTC)



Session one - Why?

Legislation and Initiatives

Scotland’s Climate Change Declaration 2007

- All 32 Local Authorities signed

- Of the 32, 5 have demonstrated real commitment to change and delivery

- Of those 5, 2 LA’s have driven the agenda forward – Fife and Borders

1. Scottish Climate Change Act 2009

2. United Nations Climate Change Summit Copenhagen 2009

3. Universities and Colleges Climate Commitment for Scotland 2009



Session one - Why?

Scottish Climate Change (Scotland) Act 2009

Summary:

• Climate Change (Scotland) Bill passed by the Scottish Parliament on 24 June

2009. Received Royal Assent and became and Act on 4 August

• Main objective of Bill – reduce greenhouse gas emissions by 80% by 2050

• Important interim target for 2020. Currently set at 42% with a power to change

based on expert advice from UK Committee on Climate Change

• Basket of gases - carbon dioxide, methane, nitrous oxide, hydrofluorocarbons,

perfluorocarbons & sulphur hexafluoride



Session one - Why?

Duties on Public Bodies Part 4 (1)

Duties on the face of the Act require that a public body must, in exercising its functions, act:

• In the way best calculated to contribute to delivery of the Act’s emissions reduction targets

• In the way best calculated to deliver any statutory adaptation programme

• In a way that it considers most sustainable



Session 1 - Why?

Duties on Public Bodies (2)

• Scottish Ministers also able to place further statutory climate change duties on public bodies in secondary legislation

• Public bodies defined as those within meaning of s.3(1)(a) Freedom of Information (Scotland) Act 2002

• Scottish Ministers must give guidance to relevant public bodies in relation to climate change duties. Before bringing forward such guidance, relevant stakeholders must be consulted

• Public duty provisions must come into force no later than 18 months after the Bill received Royal Assent



Session 1 - Why?

What else is in the Act? Part 5

• Adaptation to climate change

• Action plan for promotion of energy efficiency

• Action plan for promotion of renewable heat

• Energy performance of non-domestic buildings

• Energy performance of living accommodation

• Energy efficiency discount schemes – council tax and non-domestic rates with new reporting requirements from 2012

• Promotion of water conservation and water use efficiency

• Scottish civil estate – procurement and annual reporting

• Waste reduction and recycling



Session 1 - Why?

United Nations Copenhagen Climate Change Summit

The UN climate conference in Copenhagen in December this year hopes to have new global climate agreements on four political essentials:

1. How much are the industrialised countries willing to reduce their emissions of greenhouse gases?

2. How much are major developing countries such as China and India willing to do to limit the growth of their emissions?

3. How is the help needed by developing countries to engage in reducing their emissions and adapting to the impacts of climate change going to be financed?

4. How is that money going to be managed?

Scottish Gov. planning a Scotland Day at Copenhagen to highlight how Scotland and in particular the Public Sector are leading on Climate Change



Session 1 - Why?

Universities and Colleges Climate Change Commitment for Scotland (UCCCfS)

• In February 2009 there were 38 signatories of the UCCCfS, constituting

60% of universities and colleges in Scotland

• Each has committed to preparing and publishing a 5 year Climate Change

Action Plan with targets and timescales to achieve significant reduction

in emissions from all business activities

• This will require the allocation of time and resources but should become

part of an institution’s strategic planning process

• FHE representatives liaising with Scottish Government on best practice



Where to start?

Climate Change Action Plans – Where to Start?

Q1. Please list the known current activity that your institute is currently undertaking regarding combating climate change and implementing sustainable development regardless of scale that relate to:

Estates / Curriculum / Community

Q2. Have you read the UCCCfS planning and implementation guide?

Yes / No

Q3. How useful was this document in aiding you in the design, development and

implementation of your CCAP?

Very useful / Useful / Not very useful



Where to start?

For those who are already engaged in the agenda

Use existing measurement and auditing systems:

• E-mandate

• Environmental Management Systems

• Universities that Count

• Eco-Campus

• ISO 14001

• Carbon Management Programmes

• Sustainable Accounting Group

• In house developed mechanisms



Where to start?

For those of you who have not already engaged in the agenda• Can be a very daunting prospect

• There is no right way. What is appropriate for one institute might be

entirely inappropriate for you

• Walk around campus and talk to other members of staff in differing

departments

• Speak to colleagues from other institutes for shared knowledge and

experience

• Assess and review current in house practice and reporting mechanisms

• Assess and determine available resources – personnel and finances



Where to start?

Starting point – what do we already have?• Policies

• Annual audits (financial, energy, waste, water etc)

• Utility bills (energy, waste, water)

• Financial accounts

• Committee reports

• Purchasing accounts

• Maintenance and Repair reports

• Building log books

• Energy Performance Certificates (EPCs)

• Vehicle log books/mileage reports



Where to start?

Starting point – who would have relevant information?

Internal:

• Estates

• Maintenance

• Finance

• Administration

• Heads of Department

• Other.......



Where to start?

Starting point – who would have relevant information/where can I get assistance?• EAUC

• SFC

• Scottish and UK Governments (incl. DEFRA)

• Local Authorities

• APUC

• Other FHE institutes

• Utility companies

• Supply chain

• Consultancies



Where to start?

Starting point – who would have relevant information/where can I get assistance?

National Government Organisations including:

• Carbon Trust (carbon, energy, water, transportation)

• Energy Savings Trust (energy, transportation, carbon)

• WRAP (waste, materials, carbon, water, energy)

• NISP Scotland (waste, materials, water, transportation)

• SUSTRANS (transportation)

• REMADE Scotland (waste, materials)



Where to start?

Case Study 1

Edinburgh College of Art

Isla Duncan, Edinburgh College of Art

Colin Brown, Sustainability Insight



Where to start?

Edinburgh College of Art

• Issues/Barriers

• Students and Staff

• First steps

• EAUC Resource Map



Where to start?

Starting point – where can I get assistance?Q4. Are you aware of the SFC Sustainable Development Estate Management Guidance document? Yes / No

Q5. Have you used the SFC Sustainable Development Estate Management Guidance document? Yes / No

Q6. How useful was this document in aiding you in the design, development and implementation of your CCAP? Very useful / Useful / Not very useful

Q7. Reasons why?



Where to start?

SFC Sustainable Development Estate Management Guidance• The revised Sustainable Development Guidance for Estate Management has been produced on behalf of the SFC to provide colleges and universities with a toolkit for incorporating sustainable development into practical, routine facilities management and also for embedding the principles of sustainability in their estate strategies

• The guidance was developed in 2008 on behalf of the SFC and has subsequently been amended and updated this year to work in tandem with other SFC guidance and documentation and to fully integrate with the EAUC Resource Map



Where to start?

Starting point – where can I get assistance?Q8. Are you aware of the EAUC Resource Map to assist signatories address the issues of climate change, carbon emission reduction & sustainability? Yes / No

Q9. Have you used the Resource Map? Yes / No

Q10. How useful was this document in aiding you in the design, development and implementation of your CCAP? Very useful / Useful / Not very useful

Q11. Reasons why?



Where to start?

EAUC Resource Map

20 minute demonstration during (last 20 minutes of) lunch for those of you how are interested

In support of the UCCCfS, EAUC-Scotland has undertaken a major resource mapping exercise to facilitate partnership between the sectors and the organisations that promote sustainable development and provide the necessary support to develop and deliver Climate Change Action Plans. Comprehensive details of 46 organisations' services and support have been collated and are found in this document.



Where to start?

EAUC Resource MapThe information is organised in a framework that addresses the three recognised phases of estates development and management:

1. Pre Construction2. Construction 3. Post Construction

In addition to these three phases, the information has been broken down into two other groupings:

1. Organisational areas of assistance 2. Sustainability Themes



Where to start?

EAUC Resource MapOrganisational areas of assistance have been grouped into five categories and contain information on the following:

1. Funding2. Toolkits3. Workshops / Training4. Resource Information5. Case Studies



Where to start?

EAUC Resource Map16 Sustainability Themes including:

• Biodiversity • Carbon Emission Reduction • Community • Education• Environmental Management Systems • Energy Source, Consumption and Efficiency • Information and Communication Technology• Procurement and Trade • Sustainable Design, Construction and Building Materials • Sustainable Development • Transportation and travel Planning • Water Management • Waste Management and Recycling



Where to start?

EAUC Resource MapThe Resource Map is an interactive “live” document that will be updated on a quarterly basis to reflect ongoing developments in sustainability and associated funding streams and resources.

The key aim of the Resource Map is that it be a useful and user friendly tool. Therefore to ensure we deliver a tool that FHE practitioners can use effectively, we would appreciate feedback from colleagues and end-users on the Resource Map’s:

1. Usability2. Usefulness3. Layout4. Content5. Additional themes to be included6. Additional organisations to be included7. Additional support to be included



Where to start?

Starting point – where can I get assistance?Q12. Please describe and list the ways in which you have secured funding both internally and externally for addressing:

• Climate Change• Carbon Emission Reduction• Sustainability Issues• Climate Change Action Plan



Workshop 1

Where to start – UCCCfS toolkitsFacilitated discussion and consultation

• What changes, additional topics would you like to sees included in the second phase of the Resource Map – 10 minutes

• What additional tools would you like to see developed to help inform you and provide guidance on the issues relating to climate change, carbon emission reduction and sustainability? – 10 minutes

• Suggest and list ways in securing funding both internally and externally for supporting the delivery and implementation of a Climate Change Action Plan – 10 minutes



Workshop 1

Summary and Q&A



Session 2 – What & Who?

Session two agenda• What and who to include – overview and introduction

• Case study 2 – What to include? Elmwood College Who to include? Edinburgh University

• Workshop 2 – What and Who to Include

Question SheetsPlease take a couple of minutes to complete the questions relating to session two



Session 2 – What & Who?

What and who to include?Q1. Have you begun to develop a CCAP? Yes / No

Q2. Where are you in the process of developing a CCAP? Yet to start / have just started / started / nearly complete / complete

Q3. Have you consulted with others in the development of your CCAP? If so with whom?

Q4. List any issues and barriers that you may have encountered



Session 2 – What?

What to include• Carbon Emission Reduction probably the most important element of the plan (energy, water, waste, transportation)

However, it is not just about Carbon Emission Reduction. It includes:

• Sustainable Development• Biodiversity• Community• CSR• Procurement and Trade • Construction and design – materials, layout• Building maintenance and repair – materials, design, layout• Education• Health



Session 2 – What?

What to include• The whole concept of the Climate Change Action Plan is that not everything can be done at once

• The plan simply needs to be set out what is intended overall and when the key actions, investments and changes are to be introduced

• Each of the following UCCCfS headings/topics should be addressed, either outlining what actions are to be implemented or demonstrating why these areas are not a priority for the 5 year action plan



Session 2 – What?

The following UCCCfS have to be addressed:• To enhance our learning and teaching through the provision of skill, modules and courses

• To promote research capacity and knowledge exchange activity in sustainability

• To reduce carbon emissions – cutting energy consumption and substituting energy sources

• To encourage waste reduction, recycling and responsible disposal

• To deliver sustainable estate development – through both maintenance and capital programme

• To achieve sustainable and active travel through sustainable travel planning

• To engage with suppliers / service providers on responsible procurement of good and services



Session 2 – What?

To enhance our learning and teaching through the provision of skill, modules and courses, including:

• Qualitative and quantitative information

• Taught content – programmes and curriculum

• Staff training – in house training and external CPD

• Staff, student and wider community awareness – Institute generated guidance, documentation and events

• External input – awareness lectures, presentations, events, seminars and conferences

• Prioritisation to be determined by the individual institute



Session 2 – What?

To promote research capacity and knowledge exchange activity in sustainability, including:• Qualitative and quantitative information

• Research capacity to be determined by individual institute – may not apply to all

• Knowledge exchange to include sharing of best practice and process with other staff members and with other FHE colleagues and NGOs

• To include curriculum, guidance, projects, reports, lectures, tours, demonstrations

• Prioritisation to be determined by the individual institute



Session 2 – What?

To reduce carbon emissions – cutting energy consumption & substituting energy sources, including:• Qualitative and quantitative information

• Consultation and communication key

• Probably the most important element of the report

• To include carbon footprinting exercise (energy, water, waste, transportation)

• Awareness and behavioural change required by staff, students & supply chain. May be included as part of curriculum and training?

• Work closely with your utility companies

• Attention to detail – closely measure, record, monitor and review

• Learn from other FHE colleagues – experience, best practice, what not to do

• May provide best business case for securing additional funds for CCAP



Session 2 – What?

To encourage waste reduction, recycling and responsible disposal, including:• Qualitative and quantitative information


• May provide the easiest and quickest ‘wins’

• Awareness and behavioural change required by staff, students & supply chain. May be included as part of curriculum and training? – ECA

• Can include the local community and other groupings – food example

• Work closely with your waste services, supply chain, staff and students

• Agenda can be driven by students with staff assistance

• Local Authority financial assistance may be available – Napier University



Session 2 – What?

To deliver sustainable estate development – through both maintenance and capital programme, including:• Qualitative and quantitative information


• Existing buildings – planning, maintenance, repair, procurement, servicing, minimisation of use of resources and disposal

• New buildings – planning, design, layout, flexibility, adaptability, procurement, minimisation of use of resources and disposal

• BREEAM ratings (excellent/outstanding), Energy Performance Certificates and accompanying recommendation reports (nb. retain all info), Post Occupancy Evaluation reports



Session 2 – What?

To achieve sustainable and active travel through sustainable travel planning, including:• Qualitative and quantitative information


• May provide the easiest and quickest ‘wins’

• Highlight best practice examples

• Awareness and behavioural change required by staff, students & supply chain

• Work in tandem with other local institutions and Topic Support Networks

• Involve wider community, Local Authority and public transportation providers – Queen Margaret University



Session 2 – What?

To engage with suppliers / service providers on responsible procurement of good & service, including:• Qualitative and quantitative information

• Consultation and communication key. Speak to suppliers. Often they have provision of more responsible and sustainably sourced goods

• Include sustainability provision at PQQ and ITT stages of tendering

• Awareness and behavioural change required by staff, students & supply chain

• Consult with procurement bodies and agencies

• Scottish Government website has good body of information

• Review current procurement process for all goods

• DFID Project - EAUC, Sarah



Session 2 – Who?

Who to includeTo assist and contribute towards provision of information, documentation, funding, guidance and advice

Internal

• Senior Management – buy in crucial• Heads of Department• Estates• Maintenance• Finance• Administration• Individual staff members – buy in crucial• Student Associations• Individual students – buy in crucial• Independent service providers onsite• Others……



Session 2 – Who?

Who to includeTo assist and contribute towards provision of information, documentation, funding, guidance and advice

External

• EAUC• SFC• Scottish and UK Governments• APUC• Local Authorities• Local Community• Other FHE institutes• NGOs• Supply chain / service providers• Consultancies• Other……



What and Who?

Case Study 2

Elmwood College – What to include

Edinburgh University – Who to include

John Salter, Elmwood College

David Somervell, Edinburgh University



Workshop 2

What and Who to includeFacilitated discussion and consultation

• What information should be included in a CCAP. To be categorised into: Need to Nice to – 20 minutes

• Compile a detailed list of those individuals who would be in a position to assist in the design and development of your CCAP. To be categorised into: External Internal – 15 minutes



Workshop 2

Summary and Q&A



Session 3 – Reporting

Session three agenda• Reporting Requirements and Continued Engagement – introduction

• Case study 3 – Reporting and Continued Engagement Elmwood College • Workshop 3 – Reporting and Continued Engagement

Question SheetsPlease take a couple of minutes to complete the questions relating to session three




Reporting - Requirements• Ownership and accountability is critical to the success of the UCCCfS and will be vital if the FHE sectors are to make a meaningful contribution to the Government’s ambitious climate change targets

• Original signatories are committed to publishing their CCAPs, commencing February 2010

• The UCCCfS Advisory Board is considering ways in which longer term monitoring procedures can be implemented

Comment and Update (including Advisory board obligations and responsibilities) - Fraser, David and John




Reporting – Tracking Progress• Each institution must track its progress in achieving its goals and targets as set out in their CCAP

• No set format. How this is done is entirely up to the individual institutions

• Methodology must be consistent, robust, transparent and applied annually for the duration of the 5 year plan

• Parameters, data sets, metric sets and areas covered must remain constant. In the event of a new category being introduced, a new benchmark and methodology may be introduced for that topic

• Must be contain quantitative material




Reporting – Tracking ProgressTypical Cyclical Management and Reduction Strategy:

• Measure

• Record

• Monitor

• Review




Reporting – Modifying the Plan• Plans should be assessed and reviewed annually

• Changes may be required to take into to account any legislative changes and / or advances in technology



Reporting & Engagement

Case Study 3

Elmwood College – Reporting & Continued Engagement

John Salter, Elmwood College



Workshop 3

Reporting and Continued EngagementFacilitated discussion and consultation

• Discuss and detail how existing reporting mechanisms (EMS, E-mandate, UTC, CRC etc) might be incorporated into a CCAP – 15 minutes

• Discuss and detail how continued engagement and interest can be maintained both internally and externally. This should include suggestions on tracking progress and modifying of the CCAP – 15 minutes



Workshop 3

Summary and Q&A



Session 4 – Template

Session four agenda • Workshop 4 – Climate Change Action Plan Draft Template Consultation

Question SheetsPlease take a couple of minutes to complete the questions relating to session three



Session 4 – Template

Climate Change Action Plan Draft Template Consultation Q1. Would you use a Climate Change Action Plan Template if one were developed by the EAUC? Yes / No



Workshop 4

Climate Change Action Plan Draft Template ConsultationFacilitated discussion and consultation

• Discuss, detail and layout what should be included in a CCAP template in terms of format, content and areas covered 20 minutes

• Discuss and detail how the information collated should be implemented by and could be utilised fully by: 1. The individual institution 2. The EAUC 20 minutes



Workshop 4

Summary and Q&A



Close

Next steps

• Follow up and feedback from today’s event

• CCAP Checklists will be issued to all attendees within the week

• Feedback and update on today’s consultation will be provided to both the EAUC and the UCCCfS Advisory Board

• Feedback and suggestions on guidance and toolkits will be considered and incorporated in the current provision where appropriate

• FREE Sustainability Insight 1 day CCAP, climate change, carbon emissions and sustainability session available to all attendees including initial CCAP audit and review

sustainability insight ucccfs workshop climate change action plans design, development and...

Documents

sustainability agenda

sustainability issuestogether

ccap process

proposed ccap guidance

relevant ccap information

best practice ccap checklists

fhe sector

appropriate guidance