Making Sense of Making Sense of Sustainability?Sustainability?

National Governors Association ConferenceNational Governors Association ConferenceBirmingham 2007Birmingham 2007

Stan M TerryStan M TerryHeads Teachers and Industry [HTI]Heads Teachers and Industry [HTI]

Sustainable SchoolsSustainable Schools

Being part of the solution Being part of the solution rather than the problem.rather than the problem.

Governors need to ensure Governors need to ensure their schools are addressing their schools are addressing this issue NOWthis issue NOW..

Sustainable DevelopmentSustainable Development

• An issue of fundamental importance An issue of fundamental importance at national, community and school at national, community and school level.level.

• Our current rate of development is Our current rate of development is not sustainable.not sustainable.

• We are at a tipping point in the We are at a tipping point in the history of the Worldhistory of the World

What is Sustainable What is Sustainable Development?Development?

• No one knows what the future No one knows what the future will be, except different from will be, except different from what life is today. Decisions what life is today. Decisions about whether the future is a about whether the future is a sustainable one or not sustainable one or not depends on changes in depends on changes in human behaviour.human behaviour.

• Underpinning all our images Underpinning all our images of a sustainable future is the of a sustainable future is the key principle that key principle that sustainability is about sustainability is about 'thinking about forever'.'thinking about forever'.

One Planet!One Planet!The free services that The free services that the Earth provides- air the Earth provides- air fresh water, disposal of fresh water, disposal of waste, recycling of waste, recycling of nutrients, provision of nutrients, provision of food etc - are being food etc - are being eroded rapidly by eroded rapidly by humanity's destructive humanity's destructive impact on the complex impact on the complex biological network of the biological network of the planet. planet.

We are living on Earths We are living on Earths capital, while destroying capital, while destroying the natural systems that the natural systems that are its principal source of are its principal source of incomeincome..

Source: WWF Living Planet Report 2002

Carbon FootprintsCarbon FootprintsCarbon FootprintsCarbon Footprints

UK:5.35 hectares

Bangladesh:0.53 hectares

Global Average:2.28 hectares

An Option We Don’t HaveAn Option We Don’t HaveAn Option We Don’t HaveAn Option We Don’t Have

No 3 planet solution exists!

Defining Sustainable Defining Sustainable Development.Development.

“ “Development which meets the needs Development which meets the needs of the present without compromising of the present without compromising the ability of future generations to the ability of future generations to meet their own needs”meet their own needs”

Brundtland Commission, 1987Brundtland Commission, 1987

Education for Sustainable Education for Sustainable DevelopmentDevelopment ESD enables people to develop the ESD enables people to develop the

knowledge, values and skills to knowledge, values and skills to participate in decisions about the way participate in decisions about the way we do things :we do things :

• individually and collectively, individually and collectively,

• locally and globally, locally and globally,

that will enhance their quality of life that will enhance their quality of life now without damaging the planet for now without damaging the planet for the future.the future.

Sustainable DevelopmentSustainable Development

• It is a Vision and a Process.It is a Vision and a Process.

• It rests on the 3 pillars of:-It rests on the 3 pillars of:-

• Environmental protectionEnvironmental protection

• Economic DevelopmentEconomic Development

• Social Progress.Social Progress.

Why Bother?Why Bother?

• Its someone else’s future Its someone else’s future problemproblem

• We are OKWe are OK

• We don’t need to concern We don’t need to concern ourselves with the problems of ourselves with the problems of the rest of the World or their the rest of the World or their possible futures.possible futures.

FACT

•By 2050, global energy demand will double as populations rise and developing countries expand their economies.

Is the solution more of this?Is the solution more of this?

CO2 UK 2006CO2 UK 2006

• ““Education” responsible for 15% Education” responsible for 15% of all CO2 emissions in public of all CO2 emissions in public sector!sector!

Schools carbon Schools carbon emissions.emissions.

SDC Schools Carbon SDC Schools Carbon Footprinting Scoping study Footprinting Scoping study 2005.2005.

CO2 emissions from direct CO2 emissions from direct energy consumption in energy consumption in educational buildings.educational buildings.

School FactsSchool Facts

• UK schools are estimated to deliver 9.245 UK schools are estimated to deliver 9.245 million tonnes of CO2 [Sec.4.73mt/Pr.3.68mt]million tonnes of CO2 [Sec.4.73mt/Pr.3.68mt]

• Energy Consumption attributable to ICT Energy Consumption attributable to ICT doubled in 5 years.doubled in 5 years.

• 1.3mt of CO2 attributed to transporting 1.3mt of CO2 attributed to transporting children to schoolchildren to school

• 26% of Govt emissions attributed to school 26% of Govt emissions attributed to school consumption patterns [goods/services] consumption patterns [goods/services] 16.5mt16.5mt

WASTEWASTE

• The cost of wasted natural resources The cost of wasted natural resources to UK manufacturing industry is to UK manufacturing industry is equivalent to around 7% of profit, and equivalent to around 7% of profit, and energy efficiency improvements by energy efficiency improvements by business and individuals alone could business and individuals alone could save £12 billion annually across the UK save £12 billion annually across the UK economy.economy.

• Q.HOW MUCH WASTE OCCURS IN THE Q.HOW MUCH WASTE OCCURS IN THE EDUCATION SECTOR?EDUCATION SECTOR?

• A.839,500 tonnes 2003.A.839,500 tonnes 2003.

FACTS.WATERFACTS.WATER

• Since 1950, global water use has more Since 1950, global water use has more than tripled; within 25 years, half the than tripled; within 25 years, half the world’s population could have trouble world’s population could have trouble finding enough freshwater for drinking finding enough freshwater for drinking and irrigationand irrigation

• WHAT is the consumption level in your WHAT is the consumption level in your school?school?

• Average =Pr.7.3m3 SEC. 11.m3 per Average =Pr.7.3m3 SEC. 11.m3 per studentstudent

• Cost.?Cost.?

Building design?Building design?

• More than 80% of all product-More than 80% of all product-related environmental impacts are related environmental impacts are determined by product design.determined by product design.

• What environmental impact will What environmental impact will your BSF project have?your BSF project have?

• Should you demand a sustainable Should you demand a sustainable BSF project? BSF project? YESYES

Cost of Education UKCost of Education UK• £23 Billion + Annually£23 Billion + Annually• State sector =5%+ of Government expenditureState sector =5%+ of Government expenditure• Increasing consumption of physical resourcesIncreasing consumption of physical resources      PaperPaper      FFurnitureurniture      CConstruction materials onstruction materials       CCleaning materialsleaning materials      Increasingly largeIncreasingly large volumes of energy and water volumes of energy and water• ICT associated cost e.g. Air ConditioningICT associated cost e.g. Air Conditioning• Extended schoolsExtended schools

Doing nothing?Doing nothing?

• Energy Costs in UK up by 42% in last Energy Costs in UK up by 42% in last 12 months.12 months.

• Water cost have risen by 23% in last Water cost have risen by 23% in last 12 months.12 months.

• Waste costs are set to increase at Waste costs are set to increase at Inflation + 5% for the next 10 yearsInflation + 5% for the next 10 years

Jonathon Porritt Jonathon Porritt “Forum for the Future.”“Forum for the Future.”

““

One key aspect is not so much One key aspect is not so much about teaching about the about teaching about the environment, as living the environment, as living the environment. environment.

How many UK schools get anywhere How many UK schools get anywhere near practicing what they preach in near practicing what they preach in terms of environmental terms of environmental performance?” performance?”

Can schools act Can schools act sustainably?sustainably?

Many school management teams Many school management teams suffer the common perception suffer the common perception that nothing can be done.that nothing can be done.Result:Result:high levels of consumption, larger high levels of consumption, larger and growing energy, water and and growing energy, water and waste bills. Is it inevitable waste bills. Is it inevitable consequence of the Extended consequence of the Extended Schools agenda. NO!!!!Schools agenda. NO!!!!

Schools need to Walk the Schools need to Walk the Talk”Talk”

Schools need to ACT rather than talk.Schools need to ACT rather than talk.

A significant impact on UK CO2 emissions A significant impact on UK CO2 emissions could be achieved.could be achieved.

Schools could reduce their energy bills by Schools could reduce their energy bills by 20 % simply by implementing an 20 % simply by implementing an environmental monitoring/management environmental monitoring/management programme.programme.

MONITOR YOUR MONITOR YOUR PERFORMANCEPERFORMANCEMost schools do little to monitor/ manage their Most schools do little to monitor/ manage their environmental impactenvironmental impact.

The impact of all of the tangible goods and services they The impact of all of the tangible goods and services they consume which are directly controlled by the management of consume which are directly controlled by the management of the school must be monitored. the school must be monitored.

If you don’t monitor it you can’t measure it! And without If you don’t monitor it you can’t measure it! And without measurement you can’t control it.measurement you can’t control it.

The environmental impact of a The environmental impact of a school can be reduced by school can be reduced by management decisions to:management decisions to:

Reduce the impact of the mass flows;Reduce the impact of the mass flows;

e.g paper, energy,water ,construction e.g paper, energy,water ,construction materials,food;materials,food;

HOW? HOW?

by introducing efficiency measures or recycling by introducing efficiency measures or recycling within the school or changing to a less polluting within the school or changing to a less polluting supply e.g local sourcing.supply e.g local sourcing.

Reductions in emissions can be brought about by Reductions in emissions can be brought about by improvements in efficiency or changing to a less improvements in efficiency or changing to a less polluting fuel, e.g green energy source such as a polluting fuel, e.g green energy source such as a CHP plant or CHP plant or

e.g. Switch to a Green Energy supplier and save e.g. Switch to a Green Energy supplier and save the Climate Change Levy on your energy bills. [5% the Climate Change Levy on your energy bills. [5% moving to 7%]moving to 7%]

Every Child MattersExtended schoolsEducation Improvement Partnerships

CurriculumOut of classroom educationGlobal dimension

Curriculum teaching provision and

learning

Campus values and ways of working

Community wider influence and partnerships

School foodTravel planningSchool building and refurbishment

ESD is about:

Leadership on sustainability. Leadership on sustainability. Campus.Campus.

Leadership is about finding and implementing Leadership is about finding and implementing new approaches. new approaches.

Sustainability in BSF for example begins with finding out what people need and want in a new/refurbished school. A school which does not meet the needs of its community will not be sustainable.

Think DifferentlyThink Differently

Water: Rainwater collection systems, push taps, efficient cisterns can reduce water consumption by 20%+ Payback is within 3 or less years.

Combined Heat and energy Plant [CHP] or ground source heating installations as well as Solar collection may significantly reduce energy costs. Passive design measures [heating/ventilation, insulation /automatic controls produce Energy savings of 20%+.

Leadership on sustainability. Leadership on sustainability. CampusCampusLocally sourced food reduces food miles, promotes a healthy lifestyle and supports local producers.

Purchase Fair Trade products. Promote principles of sustainability to students and the community.

Encouraging biodiversity enhances opportunities for learning experiences. e.g. Outdoor Classroom.

Refurbishment or building work is underpinned with principles of sustainability. E.g recycled materials utilised, sustainably sourced materials. Working with businesses who understand the principles.

BEST VALUE does not mean CHEAPEST!

Leadership on Curriculum Leadership on Curriculum

The curriculum provides for the The curriculum provides for the knowledge, understanding, skills knowledge, understanding, skills and attitudes to help young and attitudes to help young people live successful lives now people live successful lives now and in the future.and in the future.

A curriculum for the future?A curriculum for the future?

ESD: CurriculumESD: Curriculum• Teaching and Learning.Teaching and Learning.• The school estate and its local area should be The school estate and its local area should be

used as a resource for teaching about SD as well used as a resource for teaching about SD as well as teaching in core subjects. Is joined up delivery as teaching in core subjects. Is joined up delivery part of your school approach?part of your school approach?

• Pupil Achievement.Pupil Achievement.• SD is about real concerns and problems. It helps SD is about real concerns and problems. It helps

make learning relevant, evidence that student make learning relevant, evidence that student performance increases.performance increases.

• Pupil well-being.Pupil well-being. • A safe, caring environment is good for students A safe, caring environment is good for students

physical and emotional well being. Healthy food, physical and emotional well being. Healthy food, safe and comfortable facilities, enhanced fitness safe and comfortable facilities, enhanced fitness increases pupils’ concentration and alertness.increases pupils’ concentration and alertness.

Leadership on Community.Leadership on Community.• TRUST.TRUST.

• Working with the local community on shared Working with the local community on shared concerns demonstrates a school’s commitment to concerns demonstrates a school’s commitment to its communityits community

• PARENTAL INVOLVEMENTPARENTAL INVOLVEMENT

• Projects addressing environmental, community or Projects addressing environmental, community or global concerns provide opportunities to involve global concerns provide opportunities to involve other stakeholders in the schoolother stakeholders in the school

• LOCAL INFLUENCELOCAL INFLUENCE

• A Green/Sustainable image can be a significant A Green/Sustainable image can be a significant marketing factor in an increasingly competitive marketing factor in an increasingly competitive market, attracting pupils whilst reducing market, attracting pupils whilst reducing environmental impact of the school.environmental impact of the school.

HELP!HELP!

HELP 2 Tools.HELP 2 Tools.

– s3 Tools3 Tool – Leading for the FutureLeading for the Future – ChronosChronos – Think LeadershipThink Leadership – LTL School Grounds EvaluationLTL School Grounds Evaluation – Waste WatchWaste Watch – Resource Review ToolResource Review Tool – WWF whole-school pathway toolWWF whole-school pathway tool

Help3.CurriculumHelp3.Curriculum

Help 4 Award SchemesHelp 4 Award Schemes

• Eco SchoolsEco Schools

• Growing Schools “Get out more”Growing Schools “Get out more”

• Trailblazer [Hampshire schools]Trailblazer [Hampshire schools]

• www.teachernet.gov.uk/sustainableschoolwww.teachernet.gov.uk/sustainableschoolss

Go 4 IT!Go 4 IT!

Sustainability is a Sustainability is a processprocess..

We co-create the world in We co-create the world in everything we do each day.everything we do each day.

What you do is less important than What you do is less important than

startingstarting the process.the process.

Governors Role?Governors Role?

• You may need to take the lead!You may need to take the lead!

• As a critical friend you need to be As a critical friend you need to be asking Questions about where the asking Questions about where the school is going on this important school is going on this important agenda.agenda.

• Students need to be prepared for the Students need to be prepared for the world they will inhabit. That will have world they will inhabit. That will have to be a sustainable world.to be a sustainable world.

Questions. 3 GroupsQuestions. 3 Groups

1.What 3 questions should you raise at your next 1.What 3 questions should you raise at your next Governors meeting about your schools approach to Governors meeting about your schools approach to Sustainability?Sustainability?

2. IF you are to be part of a BSF wave what questions 2. IF you are to be part of a BSF wave what questions on sustainability should you be asking of the LA?on sustainability should you be asking of the LA?

3.How can you ensure that your school takes 3.How can you ensure that your school takes Educational for Sustainable Development seriously?Educational for Sustainable Development seriously?

Group responsesGroup responses• Group 1.Group 1.• Have we done an Audit?Have we done an Audit?

• What part of our school curriculum has sustainability embedded within it.What part of our school curriculum has sustainability embedded within it.

• Has our school got an established policy on sustainabilityHas our school got an established policy on sustainability • Group 2.Group 2.

• In terms of energy. What kind of energy system is to be installed? What reasons for In terms of energy. What kind of energy system is to be installed? What reasons for this choice have been made. How will we know its level of efficiency.this choice have been made. How will we know its level of efficiency.

• How will the building be oriented and why were these choices made?How will the building be oriented and why were these choices made?

• What choices of building materials will be utilised and why those choicesWhat choices of building materials will be utilised and why those choices

• How will it be lit? Natural/Artificial and how will that be controlledHow will it be lit? Natural/Artificial and how will that be controlled

• Does the building need ICT suites? Or can we find alternative approachesDoes the building need ICT suites? Or can we find alternative approaches

• Is energy management an integral part of the build processIs energy management an integral part of the build process

• Group3.Group3.• aa Regularly raise the issue at Governors meetings [standing item?]Regularly raise the issue at Governors meetings [standing item?]

• bb School provide termly reportsSchool provide termly reports

• cc School undertake regular [termly] analysis of energy costs and how to implement School undertake regular [termly] analysis of energy costs and how to implement reduction strategiesreduction strategies

• dd Ensure that a Governing Body member has responsibility for Environment/sustainability Ensure that a Governing Body member has responsibility for Environment/sustainability issuesissues

• e.e. Ancillary staff training programme developedAncillary staff training programme developed

• g.g. Undertake retrospective review of school energy/ waste and water costsUndertake retrospective review of school energy/ waste and water costs