1. Sustainable Development in Scottish higher education David Beards Scottish Funding Council

2. Policy Framework (1) - Letter of Guidance 2004-05 “In the Partnership Agreement, the Executive outlined its commitment to creating a Scotland that delivers sustainable development, that puts environmental concerns at the heart of public policy and secures environmental justice for all of Scotland’s communities. Higher education institutions are major businesses which can have an impact on their environment and their local communities. Institutions should be encouraged to work towards the development of strategies aimed at raising awareness of sustainability amongst staff and students and encouraging best practice in matters of procurement, energy efficiency and waste management.”

3. Policy Framework (2) Letter of Guidance 2005-06 “I look to the Council to work with higher education institutions/colleges to make a meaningful contribution to the UN Decade of Education for Sustainable Development.”

4. Policy Framework (3) Ministerial Letter of Guidance to new Council Ministerial Guidance – “The Executive is committed to sustainable development and the furtherance of sustainable development is a duty placed on the new council by legislation. I look to the Council to build on the recent report to Ministers and to continue, and to increase efforts to disseminate good practice to colleges and universities, including good practice in estates management and teaching and research.”

5. Policy Framework (4) Executive SD Strategy Choosing Our Future: Scotland's Sustainable Development Strategy Lifelong Learning Opportunities ‘13.10 Education for sustainable development is for everyone, at whatever stage of life they find themselves. This is a key priority if we are to learn to: understand the consequences of our actions in terms of sustainable development identify what we can do to achieve better outcomes know how these changes can be made.

6. Policy Framework (5) Executive SD Strategy 13.11 ‘The wider contribution to the UN Decade will cover education in its broadest sense including school education, higher and further education, informal education and lifelong learning. The Executive will publish its plan for action in these areas by March 2006. Monitoring of that plan, including progress on commitments and achievement of outcomes, will be included within the reporting arrangements for this strategy.’

7. Current actions: Estates New sustainable campus developments EAUC as a one stop shop for expertise and advice Developing new conditions for estates grants Developing performance indicators, targets to reduce university carbon emissions, benchmarking Working with the Energy Efficiency Fund, the Carbon Trust, Wrap

8. Current actions: Learning and Research Research on baseline of sustainable development in learning and teaching Guidance to HE Academy New research centres: Aberdeen Centre for Environmental Sustainability Edinburgh/Heriot-Watt Centre for Carbon Storage Research UHIMI Environmental Science capacity Feasibility studies Marine Science in Scotland Hydrogen-based systems/economy

9. Baseline survey of learning and teaching Conducted by John Forster Associates in 2005 establish the baseline of practice in sustainable development in courses offered by Scottish universities and colleges consider how learning environments can contribute to developing SD awareness amongst learners and staff inform institutions about their position and support needs inform SFC report to ministers in 2006

10. Baseline survey of learning and teaching: findings Broad recognition of SD at level of institutional mission Some examples of SD in courses Strategic plans often mention environmental management of campuses Prospectuses mention ‘green campuses’ One plan talked about SD in courses No clear connection between existence of an SD policy and extent of SD in courses No institutional strategies for embedding SD in courses

11. Curriculum issues Universities are sensitive about SFC interest in course content Many departments are sensitive about university central management interest in course content

12. Curriculum issues ‘Course content should be determined by the subject community, influenced by the research agenda, and by professional and statutory bodies and employers where relevant, and the interests of students.’

13. Baseline survey findings Apart from specialist environmental courses, no evidence that employers seek graduates with sustainable development knowledge Little evidence that students seek sustainable development in courses Some senior managers believe that a wide range of influences on course content are appropriate, including influence from central management

14. Possible approaches Optional cross-discipline 1 st or 2 nd year module in sustainable development, e.g. current modules at Aberdeen, Edinburgh and St Andrews (but - not feasible for many institutions and for most programmes) Embedded in all programmes, e.g. current courses in Architecture, Chemistry, Engineering, Environment, Law, Social Justice. (But – variable relevance; difficult to gauge overall picture) MSc courses around relevant research centres

15. Linking campuses and courses Applying student work to to campus management (e.g. University of Stirling work on biodiversity) Learning by ‘osmosis’: students develop citizenship values where these are a clear feature of their experience, through policies on energy, waste, the environment and campus design

16. Lauder College: ECOSpace Image from http://www.edinburgharchitecture.co.uk/jpgs/lauder_college_rmjm.jpghttp://www.edinburgharchitecture.co.uk/jpgs/lauder_college_rmjm.jpg © RMJM

17. Lauder College: ECOSpace Image from http://www.edinburgharchitecture.co.uk/jpgs/lauder_college_scotland.jpghttp://www.edinburgharchitecture.co.uk/jpgs/lauder_college_scotland.jpg © RMJM

18. Lauder College ECOSPACE Built using ‘green’ processes and technologies Showcasing Scottish products (e.g. timber) Demonstrating energy efficient design Visible monitoring of performance Training which integrates waste reduction, recycling, renewable energy and sustainable work practices Real-life working environments for learners with special needs

19. John Wheatley College: East end campus

20. Site Environmental Microclimate Section Block 1 Openable rooflights for daylighting and ventilation Roof mounted solar collectors Air tight façade, performance tested at completion Well insulated roof Shading from adjacent block Morning sun Late afternoon sun Exposed therrnal mass John Wheatley College: East end campus

21. Biomass Boiler Plant Roof-mounted Solar Collectors Exposed concrete softfits Wind & Science Project Biomass Boiler Unit Ground water cooling for ICT rooms Rainwater and Grey Water Recycling Solar collectors for domestic hot water Photocell bollards to external circulation lighting Rainwater and Grey Water Recycling Considerations for Reed bed PIR control of: Lighting Security Waste recycling John Wheatley College: East end campus

22. Induction for learners in the new building will include expected sustainable behaviours - separation of waste, energy saving Building management system will be used to display on plasma screen as learners enter the amounts of water recycled and energy saved

23. Future developments SFC report to Ministers early 2006 Work with HE Academy subject centres, professional bodies, SSCs UK SIGNet, Scottish Sustainable Development Forum Encourage holistic/institutional development around sustainable development and learning Broad definition of ‘learning experience’