Professional Documents
Culture Documents
Assistants Project
Project Report, May 2008
Acknowledgements
A great number of people have contributed to the Sustainable College Assistants Project in many ways, large and small.
Their input is greatly appreciated. The authors would particularly like to thank Debbie Watson and Mary Kelly (LSC),
Matthew Williams and Olga Rey (British Council), Professor Stephen Martin (University of Gloucestershire), Crispin
Chatterton and the outreach team at People and Planet, Lisa Dubow (AOC), colleagues at StudentForce, Elain Crewe,
Rick Heslop and Roy-Morgan Wood (RCEEM) and, most of all, the sustainability champions at the nine partner colleges of
the project. Thank you.
This project would not have been possible without the enthusiasm and hard work of five young Europeans who gave their
time for free to help review and promote sustainability in British FE colleges: Elsa Oliveira, Emma Broms, Eneritz Ibarra,
Rime Saidi and Vincent Onclinx. Thank you, and we wish you every success in your future careers.
Simon Winch, Sustainable Colleges Manager
Adam Cade, Chief Executive
StudentForce for Sustainability
May 2008
Contents
Page
Acknowledgements
Contents
1
Introduction
1.1 Stakeholders
1.2 LSC
1.3 Definition of terms
2
3
Baseline Survey
Support for Champions
3.1 Assistant working in colleges
3.2 Mini-projects undertaken
3.3 Mini-projects fit From Here to
Sustainability Key Aims
2
3
4
4
4
4
6
7
7
7
11
4.1
4.2
4.3
4.4
Reviewing ESD
Learner Survey
CommunityChecks
Audit of sustainability content of curricula
Sustainability review of policy set
14
14
14
15
16
5.1
5.2
5.3
5.4
5.5
Promoting ESD
Buildings and estate
Curriculum
Community
Leadership and management
Institutional culture
17
17
17
18
19
19
6.1
6.2
6.3
6.4
22
22
22
24
25
27
Appendix I
Appendix II
Appendix III
Appendix IV
Appendix V
Appendix VI
Appendix VII
29
31
34
36
37
38
Introduction
The Sustainable College Assistants Project ran from April 2007 to April 2008, funded by the Learning and Skills Council
(LSC) and managed by StudentForce for Sustainability. The project was commissioned by the LSC to help implement
their sustainable development strategy, From Here to Sustainability, published in 2005 1 .
The project aimed to review and promote education for sustainable development (ESD) in Further Education (FE)
colleges in the East Midlands, as a pilot to demonstrate whether the approaches used could be replicated more broadly
across the LSC sector.
This report outlines the variety of approaches used in the project. The report can be read with reference to the project
website at www.studentforce.org.uk/sca; much of the work carried out for the project can be found here. The more
substantial documents are cross-referenced from the text, but a variety of other materials can also be found.
There has been a noticeable change of institutional culture in the LSC sector over the three years since the publication
the LSC Strategy From Here to Sustainability. The media and political focus on climate change has catalysed this
culture change, spurred by the rapidly growing responses of local authorities, employers and young people. The LSC
sector has also responded to the related political and institutional changes within higher and schools education in
response to HEFCEs Strategy for Sustainable Development 2 and the Sustainable Schools Framework 3 . The sustainable
design and construction requirements for funding new build in the schools, FE and HE sectors has also given a
considerable boost to this culture change.
This Sustainable College Assistants Project builds on this culture change and the support from these key agencies. In
terms of the LSC Strategy it has aimed to develop a culture so that all providers and learners will know about
sustainable development and expect it to be part of normal practice. It is one of the LSCs early pilot projects aiming to
develop good practice and contribute towards SD in the sector, alongside the EAUCs Sorted website (the Sustainability
Online Resource and Toolkit for Education, www.eauc.org.uk/sorted) and the promotion of regional networks.
1.1 Stakeholders
Many key agencies and stakeholders involved with the LSC sector are now embracing and supporting education for
sustainable development (ESD). The Environmental Association of Universities and Colleges, the Centre for Excellence in
Leadership, Association of Colleges, OFSTED and others as well as many of the Sector Skills Councils, trade and
professional bodies are now devoting time and energy to ESD. Several regional networks promoting ESD activity in the
LSC sector have been established, including UN-approved Regional Centres of Expertise in ESD such as the RCE East
Midlands (RCEEM) and RCE North East. All these organisations and networks have supported the promotion of the LSC
strategy.
1.2 LSC
The project is based on two key elements of the LSC Strategy namely using a Baseline audit and assisting SD
Champions at a regional level. The baseline audit of SD activity built on the LSC national baseline survey 4 . It helped to
identify SD Champions in colleges as well as a picture of regional activity.
The graduate Assistants supported these Champions in designing and developing a series of mini-projects around the
campus, curriculum and community links, leadership and management as well as influencing the overall institutional
culture.
1
2
From Here to Sustainability: The Learning and Skills Councils Strategy for Sustainable Development, September 2005
3
4
Sustainable Development in the Learning and Skills Sector: National baseline survey by Stephen and Maureen Martin, Judith Cohen and Rodrigo
Correo, 2006
them an understanding of the environmental, social and economic issues involved. It is about preparing for the world in
5
which we will live in the next century, and making sure that we are not found wanting
Sustainable Development
A widely used international definition is:
development which meets the needs of the present without compromising the ability of future generations to meet their
6
own needs.
The Learning and Skills Councils vision for Sustainable Development is:
that the learning and skills sector will proactively commit and contribute to sustainable development through its
management of resources, the learning opportunities it delivers and its engagement with employers and communities. 7
There are a multitude of definitions of sustainability, but for the purposes of this report it is considered to be the utopian
end to which sustainable development (and therefore education for sustainable development) attempts to lead.
The terms education for sustainable development and sustainability have been used interchangeably throughout the
project and in this report.
From Defras Sustainable Development Education Panel, First Annual Report (1998)
World Commission on Environment and Development (1987) (The Brundtland Report)
7
From Here to Sustainability: The Learning and Skills Councils Strategy for Sustainable Development, September 2005
6
Baseline Survey
the organisation
campus and estates
the curriculum
community involvement.
Several follow-up questions were added to the four sections to provide supplementary information from respondents
about their willingness to participate in the RCEEM and to ascertain their level of interest in having a Sustainable College
Assistant through the Sustainable College Assistants Project. The structure and focus of the survey ensured that the
following Key Aims from the LSC strategy From Here to Sustainability were addressed: SD champions, Baseline audit,
Influence and persuade, Local and regional networks.
Keynote findings were that:
Just under a third of colleges had staff with formal responsibility for sustainable development;
Waste management, traffic management and estates management are the most likely areas of current activity
within colleges;
Current teaching practice reflects a range of ESD activity in colleges;
The inclusion of SD in mandatory regulations would be a major enabling factor in the further development of
ESD activity;
Much activity focuses on estates development and new build projects;
Curriculum activity is variable with much activity in tutorials or from interested and committed teaching staff;
Only a small number of colleges are so far delivering qualifications which can be classed as directly Education
for Sustainable Development focused;
Successful and cost effective procurement of green supplies is regarded as a major issue for nearly all
colleges;
Community activity and involvement by the colleges is very variable in its nature across the region but most
organisations can identify ways in which ESD objectives are being met through their community programmes.
See the full report at www.studentforce.org.uk/sca for more in-depth context, methodology, results, analysis,
recommendations and the survey template.
On receiving the report, StudentForce consulted with a number of relevant parties and individuals and drew up a list of
further recommendations based on the findings of the FE college baseline survey, subsequent discussions and
subsequent events in the sector. This forms appendix I and part of StudentForces main recommendations from the
Sustainable College Assistants Project as a whole.
Sustainable College Assistants, from left: Elsa Oliveira, Vincent Onclinx, Rime Saidi, Emma Broms, Eneritz Ibarra
Campus
Curriculum
Mini-project
Description
LSC Strategy
key aim
Page
CommunityChecks
Environmental
Management
Systems
(EMS),
Procurement,
Volunteering
14
Recycling promotion
Building and
design
17
Quantifying potential
energy savings
EMS
17
Building and
design
Student-led climate
change documentary
Education for
Sustainable
Development
(ESD), Wholeinstitution
approach,
Volunteering
17
Sustainability curricula
in construction
department
ESD, Learning
materials,
Links and
partnerships
18
Community
15
Audit of sustainability
content of curricula
Wholeinstitution
approach,
Links and
partnerships,
Volunteering
Sustainability tutorials
Learning
materials
Sustainability activities
for students with
learning difficulties
Learning
materials
Sustainable design
workshop
ESD, Learning
materials,
Links and
partnerships
Integration of
sustainability in
animation course
ESD
Learner survey
European Voluntary
Service promotion
Volunteering
18
Creation of student
sustainability societies
Wholeinstitution
approach,
Volunteering
18
International college
links
Wholeinstitution
approach,
19
14
Leadership and
management
Institutional
culture
Links and
partnerships
Creation of
sustainability policy and
action plan
EMS
19
Adding sustainability
remit to Students
Union job description
SD champions
19
Sustainability review of
policy set
EMS
Embedding
sustainability in staff
induction materials
Wholeinstitution
approach
Sustainability
awareness-raising
Wholeinstitution
approach
Wholeinstitution
approach
Creating sustainability
sections for college
intranets
Wholeinstitution
approach
Green Day
Wholeinstitution
approach
Participation in
sustainability week
Wholeinstitution
approach
20
Wholeinstitution
approach
Rutland Sust
Wholeinstitution
approach,
Volunteering
Key area
Proposed action
Environmental
Management Systems
(EMS)
Promote and deliver good sustainable practice in all design, new build
and refurbishment activities
Procurement
Biodiversity
Travel
Implement a travel plan that tackles the issues of providing access for
10
11
Curriculum
Number
of miniprojects
Key area
Proposed action
Education for
Sustainable
Development
(ESD)
Learning materials
12
Whole-institution
approach
Links and
partnerships
Develop links between providers and industry and between pre- and
post-16 education and training providers (including higher
education). Also consider European and international partnerships
Healthy college
programme
Community
Number of
mini-projects
Key area
Proposed action
Community
engagement
Support local markets, ethical and fair trade, and socially responsible
initiatives within the community
Share facilities
Local economic
strategies
Be aware of, support and connect to, the local economic strategies
drawn up and developed by local authorities and RDAs
Volunteering
While it appears that the project has done little to address proposed actions for Community, all of the six Key Areas were
integrated into sustainability policies developed for South Nottingham College, Brooksby Melton College and Stephenson
College. Other than by using sustainability policies to mandate the college to strive for best practice in these areas,
however, there was generally little that Sustainable College Assistants could do to directly impact on these key areas.
Assistants and the staff team encouraged partner colleges to join RCEEM, which provides a platform to discuss and
develop joint action to embed sustainability within and between sectors, with working groups for Further Education,
Higher Education, Youth, Schools, Adult and Community Learning, Voluntary sector, Regional / Local Government and
Business. This encouragement in part meets the Key area Local and regional networks and it was heartening to see an
increase in attendance at RCEM Further Education working group meetings by partner college representatives.
A number of StudentForce-led events have been considered to engender a Whole-institution approach. Many of these
could broadly come under the umbrella of awareness raising, and this may be a different thing to a whole-institution
approach. There may be a need to distinguish awareness raising as a separate Key Area. It was of high priority to all of
the Projects partner colleges.
12
Initial expectations were that there would be a great deal of Sustainable College Assistant input into Buildings and Estate
Key Areas. This area found to be relatively advanced in embedding sustainability thanks in part to the LSC 10% capital
build fund uplift for sustainability, evolving building regulations and financial incentives for reducing energy and water
use. In practice, this had the opposite effect: as colleges were generally relatively advanced in this regard, they saw
higher priorities elsewhere, in curriculum, community and leadership and management.
A separate category, Leadership and Management, has been used to categorise the mini-projects undertaken through
the Sustainable Colleges Assistants Project. This includes cross-college work particularly relating to policies and
procedures, which take into account buildings and estate, curriculum and community, but arent specific to one category.
Institutional Culture has also been used as a separate category, containing work to raise awareness and affect the
culture of the organisation. Similarly, this work is not specific to buildings and estate, curriculum or community, but
encompasses all three categories.
13
Reviewing ESD
Four of the mini-projects were specifically designed to help review ESD in East Midlands FE colleges:
learner survey;
CommunityChecks (volunteers carrying out free environmental and local checks of colleges);
an audit of sustainability content of curricula;
a sustainability review of policy and procedure set.
The statements my college is good at saving energy, my college encourages me to recycle, my college
encourages me to use public transport, my college supports me to eat healthy food and my college cares for
the environment drew equal quantities of agreement and disagreement
More respondents would like their college to help protect the environment and educate them about it than
would not
More respondents agreed than disagreed that their college was good at welcoming everyones views and
involvement, but as many disagreed as agreed that their college listens to everyones views
Most respondents wanted to have more healthy diets, with less sugar, salt and fat and more fruit and
vegetables
Respondents generally demonstrated an awareness of and commitment to do more as ethical consumers, by
buying environmentally friendly products, reusing and recycling more
Most respondents wanted to cycle and walk more. Opinion was split over car, train and bus use, the most
common response being no change followed by use less
A majority of respondents wanted more sheltered and quiet areas, more protected areas for wildlife, more
parking areas for cars and more flowerbeds in their college grounds
A majority or respondents felt able to help stop a variety of global sustainability issues such as climate change
and disadvantage and poverty in communities
4.2 CommunityChecks
StudentForces DEFRA-funded CommunityCheck project promotes sustainable
consumption by training volunteers to carry out free environmental and local checks
of publicly accessible buildings. Users of the buildings (such as shop customers,
college students or community members) volunteer to undergo a basic sustainable
consumption training session and then interview a representative of the
organisation to be Checked, asking questions about the organisations waste, water
and energy management, and its heating, procurement and transport. A report is
compiled containing various recommendations for more sustainable consumption,
and a follow-up phone call or visit made after six months or so to
Communitycheck team at WQEI College
14
measure progress. CommunityChecks were undertaken in five colleges as part of the Sustainable College Assistants
Project, with student volunteers or StudentForce staff making up the assessment group. A sample CommunityCheck
report can be found at www.studentforce.org.uk/sca. While useful for generating student awareness of sustainable
consumption, most colleges found that the recommendations were at too basic a level to be of use, or that most
recommendations had already been considered.
The CommunityCheck approach is better suited to smaller organisations without estates management teams, and this
may be of use to any colleges that have small outreach centres or accommodation that isnt centrally managed,
especially in terms of procurement.
The CommunityCheck project has developed an online toolkit that enables interested organisations to use the
CommunityCheck approach; more information is available at www.studentforce.org.uk/toolkit.
Excerpt from Wyggeston and Queen Elizabeth I College sustainability audit of curriculum questionnaire
Q1:
Q2:
Do you feel you currently integrate sustainability principles into your teaching?
Q9:
What barriers do you experience that stop you including sustainability in your
teaching? Please select from the following (multiple selections permitted):
Uncertain of what sustainability is
I dont know enough about it
Its not part of the specification taught here
Its not relevant to the subject I teach
Its not important
I dont know how to include it in the subject I teach
Its a difficult concept for QE students to understand
Theres no time
Other:
Q10:
Do you feel there is student demand for the presence of sustainability principles in
teaching?
Q14:
15
16
Promoting ESD
5.2 Curriculum
17
5.3 Community
European Voluntary Service promotion
Most colleges that engaged with the Sustainable College Assistants Project
placed a high degree of importance on global citizenship and opportunities for
students to increase their skills and experience. A key way this need was met
was through the promotion of volunteering opportunities for students through
the European Voluntary Service (EVS).
EVS proved a very popular service to offer, and particularly easy to sell not
least because the people promoting it were EVS volunteers themselves. People
between the ages of 18 and 30 are able to undertake supported placements in
European Union (EU) countries at no cost travel, accommodation and a
personal allowance are all covered by the EU. StudentForce, an accredited EVS
sending organisation, guides applicants through the process and supports them
while on placement. The ethos of the EVS program is to foster European
citizenship and awareness through volunteering for the good of the host
community; StudentForce particularly focuses on sustainability-related EVS
placements.
Over 80 students from six colleges registered with the service, and now receive
regular updates of placement opportunities.
Poster designed to promote EVS
18
Introduction
South Nottingham College is committed to embedding the principles of sustainability, through
the medium of sustainable development, across the whole scope of its activities, wherever
possible. South Nottingham College aims to be a leading sustainable Further Education College;
contributing to the support of a fair, egalitarian society, minimising the impact of its activities and
promoting greater understanding of the subject through its curricula.
Overarching Goals
South Nottingham College aims to
1. Follow the Learning and Skills Councils (LSC) strategy for sustainable development
2. Minimise the impact of its activities upon the environment
3. Raise awareness of sustainability
4. Include sustainability issues in its teaching and learning and maximise the quality of
sustainability education
Adding sustainability remit to Students Union job description
The SCA at Wyggeston and Queen Elizabeth I College, Leicester, worked with Students Union officers and support staff
to review the job description of one of the two part-time elected Student Union Deputy Principals, making sustainability a
key part of the roles remit. The SCA then worked with the Campaigns Office to table a Union motion that the change to
the role be accepted. The motion was overwhelmingly carried. In practice this meant little change to the role of the
Deputy Principal for 2007-08, as the post-holder was already very active on sustainability issues, but ensured that
successors would carry forward the momentum gained while the SCA was in post.
19
20
What is sustainability?
Sustainability is just making sure that what we do today doesnt stop us doing things tomorrow.
If you have 100 to last the month, youd try not to spend it all in the first few days, because
youd have none left for later.
It can be big issues, like rainforests. Using paper made from rainforest trees is unsustainable
because rainforest doesnt grow back. Using paper made from managed forests is more
sustainable, and using less paper is better still!
There are three main elements to sustainability. We consider the economy, because prosperity
is important. We also take into account social issues, trying to make sure that communities
work well and people are happy. We also take into account the environment, making sure that
we dont use it in a way that damages it for tomorrow.
By definition, sustainability is the best way forward. If we act as if tomorrow doesnt matter,
and we use all of our natural resources today, therell come a point where we dont have
enough. And that wont be pleasant.
Why should I get involved?
It wont happen without you. More and more people are becoming aware of the need to be
sustainable, and more and more is happening. But it needs you to help. You can take part in
student organisations, attend the staff sustainability forum, cycle to college instead of driving,
take the bus, turn off the lights when you leave a room, not use the lights in the first place
unless you really need them, turn off your computer when youre not using it
So get involved, find out what you can do to help and have a look around the rest of the site to
see what were doing about sustainability at Leicester College and how you can get involved!
21
Discussion
The College understood that an enthusiastic sustainability ambassador
working even one day each week could make a major impact on progress.
Much has been accomplished A number of initiatives have put sustainability
firmly on Wyggestons agenda
John Thawley, Vice Principal WQEI College, Leicester
Great, wonderful, fantastic really hope we can have an assistant next year
Robin Kyne, Assistant Principal, Regent College, Leicester
6.1
Findings
6.2
22
impossible to embed sustainability in courses. It is evident, however, that interested staff can and do make time
for sustainability and get a lot out of it; the challenge is to transfer that mindset to all staff. Staff with a
sustainability background found it easier to identify innovative ways to embed sustainability in curricula than
staff with the relevant academic background, although a certain knowledge of both curriculum content and
sustainability was necessary for both
The link between StudentForce, SCAs and colleges worked well, with good communication throughout the
project. It was important that this was the case, especially in a project relying on volunteer assistants.
Communication, as ever, was flagged as a key area of importance to the successful embedding of sustainability
in FE colleges
Links with Students Unions and Student Liaison Officers provided a rewarding two-way benefit: matching
student bodies, which had often prioritised sustainability issues, with activities, mini-projects and the senior
management decision-making
The receptiveness of sustainability champions to ideas for innovative ways to review and promote sustainability
resulted in a receptive climate for SCAs to develop their own ideas for mini-projects, with the support of college
and StudentForce staff. This ultimately resulted in a great diversity of mini-projects, reflecting the skills and
styles of the different SCAs
Sustainability proved an enabler of interdepartmental cooperation. Many of the mini-projects developed involved
the interaction of college staff that ordinarily would not interact. This was valued by the staff involved, and can
only be a positive thing for college staff communities. Throughout the project sustainability has been used as a
linking mechanism, fostering cross-department links between curriculum areas, between estates and marketing
and so on
Sustainability-related inter-college communication has been explored through the medium of SCAs, but the
physical interaction of students or staff (other than senior management) hasnt occurred through the project to
the scale initially hoped. This is in large part due to partner colleges placing higher priorities on more tangible
sustainability goals and seeing the SCAs as a valuable away to meet that end, particularly through weekly team
meetings when SCAs worked together on projects for all nine partner colleges. There are, however, significant
potential benefits to be gained from inter-college communication, particularly in peer support and the sharing of
good practice
Inter-sector communication has rarely been present, but it is hoped that where this could benefit the FE sector
this will increasingly occur as sustainability becomes more established in the FE sector and colleges, once they
have covered the basics, can look to other sectors particularly HE for further ideas
The response rate to the baseline survey and learner surveys was disappointing. More extensive promotion and
more tangible benefits to participation may result in a higher (and therefore, it is hope, more representative)
response rate should the surveys be repeated
Sustainability champions, and staff members actively trying to embed sustainability, remain a vocal minority.
Many staff empathise but feel they cant, or wont, take an active part in embedding sustainability
Work undertaken was varied by college, focusing on areas such as marketing, student engagement, curriculum
or policy. While significant steps forward were made in all colleges, were action in each of these areas to be
consolidated in all colleges, much more progress could be achieved
The success of this project hinged on the availability of money to support European volunteers from the EUs YiA
program. The availability of EU funds is limited and widespread use of Youth in Action volunteers for ESD would
detract from the diversity of volunteer opportunity the YiA fund endeavours to maintain. Part of StudentForces
plans for continuation of a similar service post-funding is to trial the use of British graduate volunteers, without
EU subsidy, which may prove effective. Should the use of British graduate volunteers be successful or a novel
solution be found, this is a robust approach that provides great benefit to colleges that are increasingly looking
to engage with the sustainability agenda but unable to resource a dedicated staff member
The mini-projects developed for this project can now form a bank of resources that can be tapped into by
StudentForce, colleges and other organisations, and built on in future years
Particular strengths of the project included being a catalyst for change in partner colleges, the enthusiasm of the
SCAs, networking and building links with partners and other StudentForce projects such as CommunityCheck
and Millennium Volunteers, and the added value of European volunteers in language and intercultural
understanding
Colleges saw benefit in the project, particularly as a way to galvanise student and staff engagement with
sustainability, as a dedicated and enthusiastic pair of hands, in the new perspectives an outsider brought and
in the individual skill-sets of the SCAs.
23
6.3
Next steps
Sector
As this pilot project comes to a close, it is hoped that the results outlined in this report give the LSC a clearer indication
of what action can best be taken by them to help embed sustainability across the FE sector, and give colleges some
ideas about potential approaches, activities or resources available to help them do embed sustainability. This project has
seen significant strides forward in action for sustainability and sustainability performance in selected colleges in the East
Midlands. It is of importance that the work these colleges have done, and the discoveries they colleges have made, are
available to sustainability champions and leaders in colleges beyond the East Midlands, that they may also benefit from
the experience. The LSC, colleges and other partners all have a role to play in ensuring good practice is communicated
across the sector, and drawn in from other sectors where applicable.
It is clear that enthusiasm exists in the FE sector to embed sustainability, but time, money and experience are limiting
factors. Additional efforts to address barriers or provide drivers for sustainability embedding are needed, but the nature
of these is by no means certain, nor the availability of resources to pay for them.
The increasing social and political awareness of sustainability, combined with positive results from the Sustainable
Schools program, is helping foster a generation of young, sustainability literate learners, and it is essential that those
learners progressing to FE are helped to develop their skills and knowledge as responsible and sustainability literate
citizens. We can not afford to let the FE colleges, often referred to as providing second chances for unengaged young
people, lag behind in this critical area.
A number of recommendations have been drawn up, addressed to a variety of organisations, that the Sustainable
College Assistants Project has evidenced are likely to help better embed sustainability in the sector. These form section
6.6.
StudentForce
StudentForce, as an education and sustainability charity, wishes to make all resources developed during this project
available to the whole sector, to best promote and embed sustainability. It also wishes to continue the project into a
second year with a similar approach. Some current partners colleges indicate that they can justify paying a set fee to use
the approach as a commercial service, with market research of other colleges indicating that sufficient numbers of
colleges would use the service to enable it to run with no grant funding for a second year. StudentForce are actively
pursuing a second year for the project based on college funding. A key priority for the second year will be to develop
projects relating to the Key Areas of From Here to Sustainability that werent covered in the first year, such as travel
planning, healthy colleges and community engagement, if these relate to college priorities.
While a college-funded approach means many colleges will be unable to engage in the service in 2008-09, it is hoped
that any college in the East Midlands and beyond will be able to benefit from the project by using the resources
developed through intensive work with eight partner colleges.
A key feature of the Sustainable College Assistants Projects was the commitment to make much of the work undertaken
for the project publicly accessible as off the shelf resources that other colleges may use and benefit from. This will be
continued into the second year and hopefully beyond, primarily using the website www.studentforce.org.uk/sca. The
availability of resources will be promoted nationally.
The Environmental Association of Universities and Colleges SORTED toolkit for sustainability in Further Education
features a range of case-studies of good practice for sustainability in the sector. StudentForce will link with EAUC to
contribute case studies from the Sustainable Colleges Assistants Project to the SORTED toolkit.
StudentForce is also working with the Centre for Excellence in Leadership to develop an LSC-funded virtual learning
platform environment (moodle) as a communication platform for sustainability champions, college senior managers in
the FE sector and strategic organisations. It is hoped that this will become a key resource in the advancement of
sustainability in FE and StudentForce will ensure that the results of this project, and of its continuation, are available on
or via the CEL resource.
Information about the second year of the project is available at www.studentforce.org.uk/sca.
24
6.4
Recommendations
Addressed to whom
Finding
Comment
StudentForce
StudentForce and
LSC
Regional LSCs
Strategic partners,
including LSC, EAUC,
CEL, AOC, Ofsted,
RCEs
Universities, LSC,
HEFCE
Research discrepancies in
drivers and barriers for
sustainability staffing between
HE and FE sectors
Strategic partners,
including LSC, v,
Volunteering
England,
StudentForce, QIA
Develop a database of
curriculum resources for
sustainability, cataloguing the
vast array of curriculum
materials currently scattered
over the internet, provide case
studies of curriculum resource
integration, identify gaps in
provision and prompt action to
fill those gaps
NIACE, LSC
25
10
11
26
Recommendation
Direct evidence from responses
Further
Education
colleges
Colleges
Work with existing networks (such as RCEEM Further Education working group,
Sustainable College Assistants Project, AOC, EMFEC, CULN) to disseminate sustainable
development good practice and learn from others
Colleges,
LSC
LSC
Clarify and communicate regarding the perceived conflict between procuring for best
value and procuring sustainably; provide advice and support where possible
LSC, NUS,
Volunteering
England (VE)
Work where possible with Ofsted, professional bodies and curriculum / awarding
bodies to embed sustainable development into reporting frameworks and curricula,
and communicate progress to colleges
Continued over
27
Colleges
Work through existing networks (such as RCEEM FE working group, East Midlands Education and
Skills Partnership, Association of Colleges (AOC), East Midlands Further Education Council
(EMFEC), CULN) to coordinate response to local and regional strategies such as Regional
Economic Strategies, Regional Spatial Strategies
Colleges
Use and contribute to the EAUC resource bank and LSC / EAUC online sustainable development
toolkit and the guidance therein
LSC
Promote to colleges the LSC / EAUC online sustainable development toolkit and the guidance
therein
LSC
10
RCEEM FE
working group
Identify within East Midlands colleges staff with formal responsibility for sustainable development
and staff with informal interest in sustainable development, where these exist, and tailor the role
of the FE working group to support and be most useful for these staff
11
RCEEM
Use this baseline survey approach to support the measurement of a sustainable development
baseline in other sectors, use on an ongoing basis for monitoring and evaluation; use the
baseline survey to develop indicators for education for sustainable development in FE
12
Regional
training
providers
Work with colleges and specifically college sustainable development staff to establish staff
training demand and develop initiatives to deliver relevant staff training and support, focussing
on the business case for sustainability-literate staff especially with regard to evolving regulations,
curriculum content and skills demand
13
East Midlands
universities,
LSC, RCE, ESP,
StudentForce
for
Sustainability
Undertake action research to investigate which types of college already use sustainable
development features of their campus to support teaching and learning and further investigate
areas in Further Education curricula in the East Midlands where this may be done, focussing on
existing good practice, existing drivers and potential drivers for further practice
14
LSC, v, VE,
StudentForce
for
Sustainability
Work with colleges to develop student volunteering opportunities across the East Midlands,
promote benefit of student volunteering and existing good practice to colleges; research barriers
and drivers for more widespread promotion of student volunteering in colleges, develop student
volunteering strategy
15
Quality
Improvement
Agency
16
East Midlands
universities,
LSC, HEFCE
28
www.brooksbymelton.ac.uk
Castle College
www.castlecollege.ac.uk
Derby College
www.derby-college.ac.uk
Leicester College
www.leicestercollege.ac.uk
Regent College
www.regents.ac.uk
Rutland College
www.tresham.ac.uk/rutlandc
ollege
South Nottingham
College
www.snc.ac.uk
Stephenson
College
www.stephensoncoll.ac.uk
29
Wyggeston Queen
Elisabeth I College
www.wqeic.ac.uk
30
SUSTAINABILITY POLICY
Introduction
South Nottingham College is committed to embedding the principles of sustainability, through the medium of sustainable
development, across the whole scope of its activities, wherever possible. South Nottingham College aims to be a leading
sustainable Further Education College; contributing to the support of a fair, egalitarian society, minimising the impact of
its activities and promoting greater understanding of the subject through its curricula.
Definition & Ambition
The College endorses the spirit of the Brundtland and Caring for the Earth definitions of sustainable development:
Development that meets the needs of the present without compromising the ability of future generations to meet their
own needs and Improving the quality of life while living within the Earths carrying capacities.
What this means to us is that we will operate our professional and educational activities and the management of the
College in a way that enables all people to realise their potential and improve their quality of life while protecting and
enhancing the Earths natural capital. This aspiration is operationalised for our purposes by our sustainability objectives,
goals, targets and indicators within the following areas:
1. Social: social progress that recognises and accommodates the needs of everyone
2. Economic: maintenance of high and stable levels of economic growth and employment
3. Environmental: effective protection of the environment and prudent use of natural resources
Responsibility
The Senior Management Team (SMT) at the college have overall responsibility for ensuring the development of the
colleges Sustainability Policy and monitoring and reporting upon progress towards targets within the action plan.
Responsibility is shared by the entire College population, at every level and across all venues, schools and curriculum
areas.
All staff and learners should be encouraged to recognise their potential contribution to the achievement of the Colleges
Sustainability Objectives & Goals.
Overarching Goals
South Nottingham College aims to
1. Follow the Learning and Skills Councils (LSC) strategy for sustainable development
2. Minimise the impact of its activities upon the environment
3. Raise awareness of sustainability
4. Include sustainability issues in its teaching and learning and maximise the quality of sustainability education
5. Maximise engagement from staff, students and the local community in sustainability
Objectives
The College has followed the Learning & Skills Councils recommendations in breaking down its activities into effective
elements suitable for the comprehensive embedding of education for sustainable development (ESD). This classification
falls into three areas: Buildings and Estate, Curriculum and Community. A further area of Corporate Action has also been
included in this policy.
1. Buildings and Estate
1.1 Environmental Management System (EMS): To regularly audit the consumption and management of energy,
water and waste with a view to implementing and regularly reviewing an effective EMS, including requirements
for resource use minimisation, reuse of waste materials where possible, an effective and comprehensive crosscampus recycling scheme and maximising energy efficiency. The College will ring fence any quantifiable savings
made by reductions in resource use (including energy use) and use these monies to offset costs generated by
sustainable procurement and finance further sustainability gains, particularly those with significant
environmental or social gains that the College could not otherwise financially justify.
31
1.2 Building and Design: Promote and deliver good sustainable practice in all design, new build and refurbishment
activities. Use new sustainable technologies and design features, where possible and practical as they become
financially viable.
1.3 Procurement: Ensure that all procurement practices reflect social and environmental as well as economic
objectives wherever possible, within the constraints of overall financial constraints. Give preference, as far as is
practical, to local suppliers.
1.4 Biodiversity: Implement a locally appropriate biodiversity programme that best manages the site with a view to
increasing biodiversity where possible.
1.5 Travel: Implement, monitor and regularly review a travel plan that tackles the issues of providing access for all
while minimising the environmental impact of travel.
2. Curriculum
2.1 Education for Sustainable Development: Maximise acceptance and delivery of ESD within learning programmes
to engage all students with sustainability concepts and issues through formal and informal learning. Identify and
promote initiatives for inclusion of sustainability principles within curriculum development recognising the
interdisciplinary nature of sustainability.
2.2 Learning Materials: Develop appropriate sustainability programmes and modules.
2.3 Whole-Institution Approach: Implement a whole-institution approach to sustainability, taking account of both
institution-based provision and virtual learning environments.
2.4 Links and Partnerships: Develop links that champion sustainability between providers and businesses and
between pre-16 and post-16 education providers (including higher education), also considering European and
International partnerships.
2.5 Healthy Students and Staff: Develop, implement and maintain a healthy college program that will ensure the
health and welfare of staff and students, particularly relating to physical health, healthy lifestyles and a healthy
work-life balance.
3. Community
3.1 Community Engagement: Ensure good communications exist with the local community at all levels, including
employers, and that this leads to greater community and employer involvement in sustainability actions and
developments.
3.2 Local and Regional Networks: Maintain and develop appropriate local and regional partnerships between
colleges, learning providers, local authorities, Regional Development Agencies (RDAs), higher education and
other key stakeholders.
3.3 Local Markets and Ethical Trade: Support, where possible, local markets, ethical trade, Fairtrade and socially
responsible initiatives within the community.
3.4 Share Facilities: Where possible share facilities with local community agencies and groups to make the best use
of local resources.
3.5 Local Economic Strategies: Be aware of, support and connect to, the economic strategies drawn up and
developed by local authorities and RDAs.
3.6 Volunteering: Encourage learners and providers to undertake volunteering activities as part of a community
commitment to sustainability.
4. Corporate Action
4.1 Embed Sustainability into Policies and Procedures: The College will, where and when appropriate, amend its
policies and procedures to incorporate the actions contained within this policy.
4.2 Corporate Image: The College will, where possible, maximise the publicity opportunities made possible by the
Colleges commitment to sustainability and, in so-doing, endeavour to positively influence the regard held of the
College by the local community, its stakeholders, suppliers, contractors, visitors, funders and independent
bodies and people.
4.3 Influence over Third Parties: The College will, where possible, use its power to encourage suppliers, partners and
contractors to demonstrate and where possible increase their sustainability performance, including where
possible the mandate that suppliers, partners and contractors must have a strong sustainability policy or
equivalent.
4.4 Sourcing Funding for Sustainability Gains: The College will, where possible and where staff resources permit and
where opportunities arise, source funding for discrete projects to quantifiably raise the sustainability
performance of the College.
4.5 Implementation of the Policy: The College will regularly review the business case for a specific staff resource to
manage the sustainability performance of the College, and insofar as is possible mobilise finances to
accommodate such a staff resource.
32
For ease of reference, the action plan is categorised in a similar manner to this policy.
33
34
Covering any volunteer travel expenses incurred during volunteers work for the college, not including transport
between the college and the volunteers home
Supporting and monitoring volunteers work both remotely and in the college
Vincent Onclinx
Robin Kyne
Simon Winch
_______________________
_______________________
_______________________
35
Most respondents wanted to have more healthy diets, with less sugar, salt and fat and more fruit and
vegetables
Most respondents wanted to cycle and walk more. Opinion was split over car, train and bus use, the most
common response being no change followed by use less
Respondents generally demonstrated an awareness of and commitment to do more as ethical consumers, by
buying environmentally friendly products, reusing and recycling more
A significant number of respondents wanted a greater say in the way their college buildings were managed,
particularly regarding the way the buildings are heated and the way they are arranged and designed
A majority of respondents wanted more sheltered and quiet areas, more protected areas for wildlife, more
parking areas for cars and more flowerbeds in their college grounds. Opinion was split equally between
respondents wanting more, fewer and no change in the number of smoking shelters
36
37
Association of Colleges
Centre for Excellence in Leadership
Colleges-University of Leicester Network
Department for Environment, Food and Rural Affairs
Environmental Association for Universities and
Colleges
East Midlands Further Education Council
Education for Sustainable Development
European Voluntary Service
Further Education
Higher Education
Higher Education Funding Council for England
Learning and Skills Council
Learning and Skills Network
National Institute of Adult Continuing Education
National Union of Students
People and Planet
Qualifications and Curriculum Authority
Regional Centre of Expertise
Regional Centre of Expertise East Midlands
Regional Development Agency
Sustainable College Assistant
Wyggeston Queen Elisabeth I College
Youth in Action
38