The 2008 grant letter and key performance target measures
relating to carbon emissions
Report to the Secretary of State for Innovation, Universities and Skills
Purpose
1.
This document reports on our plans and progress in taking forward the 2008 grant
letter and key performance target measures relating to carbon emissions. It also presents
a summary of our recent and longer term activity on sustainable development which
complements work on carbon reduction.
Background
2.
The 2008 grant letter from the Secretary of State for Innovation, Universities and
Skills to HEFCE dated 18 January contained specific requirements relating to climate
change as set out below.
‘…………while higher education institutions have made some progress in reducing
their carbon emissions, more needs to be done if the 2050 commitment to reduce
emissions by 60% is to be achieved. I expect HEFCE to work with the sector to
ensure these targets are met. Over the spending review, all institutions in receipt
of capital funding should have plans to reduce carbon emissions, and performance
against these plans should be a factor in future capital allocations. I would be
grateful for a report on your plans for taking this forward by September 2008.’1
3.
In parallel with this, the 2008 update to the HEFCE strategic plan for 2006-20112
contains a new Key Performance Target (KPT) relating to sustainable development.
Formed following discussion with DIUS, KPT 15 is:
‘To finalise during 2008-09 in consultation with stakeholders a revised strategy for
sustainable development in HE, which features a realistic target for carbon
reductions which are sufficient to ensure satisfactory progress towards the
government targets of reducing carbon emissions by 60 per cent against 1990
levels by 2050 and at least 26 per cent by 2020.’
4.
The policy context within which we are operating is set out at Annex B.
5.
There is a close interrelationship between the two requirements, and our plans for
taking these forward have been informed by discussions with senior university staff,
governors and the Association of University Directors of Estates (AUDE). This report has
been approved by the HEFCE Board.
1 Paragraph 18, which contains the requirements relating to climate change is set out in full at Annex A.
2 ‘HEFCE Strategic Plan 2006-11: Updated May 2008’ (HEFCE 2008/15), available at www.hefce.ac.uk
under Publications.
The grant letter requirements
6.
The 2008 grant letter requirements comprise three elements:
a.
Working with the higher education (HE) sector so that it meets national
emissions targets.
b.
Ensuring that all institutions in receipt of capital funding have plans in place
to reduce carbon emissions by April 2011.
c.
Performance against the institutions’ plans to reduce carbon
emissions to be a factor in future capital allocations.
7.
In some respects the HE sector is at the forefront of change, but progress is
uneven and much more can be done. We have a range of initiatives under way to help
the sector meet national emissions targets. Also we will use the Capital Investment
Framework to assess institutions’ progress and link this to future capital allocations.
a.
Working with the sector so that it meets national emissions
targets
Revolving Green Fund
8.
In August this year we launched the Revolving Green Fund3, a partnership
between HEFCE and Salix Finance Limited4. £30 million is available by 2011 to provide
recoverable grants for projects that reduce greenhouse gas emissions. The fund has two
strands: the institutional small projects (ISP) fund and the transformational fund.
9.
The ISP fund will provide ring-fenced money for carbon saving projects. Savings
from funded projects will be repaid into the ring-fenced fund held by the institution, for reinvestment in further projects. Funds are only re-payable when the institution is unable to
re-invest savings in eligible projects. Expressions of interest have been received from 63
institutions seeking a total of £24 million in the first year.
10. The transformational fund is for HEIs to tackle larger projects capable of high level
change to an institution’s energy consumption and emissions. Applications in the region
of £1-4 million per institution have been invited from HEIs who will act as beacons of
good practice. Projects may include technologies which are new to the UK or the HE
sector. We expect a strong level of interest in the transformational fund by the deadline of
17 October 2008.
Building good practice
11. English universities continue to be at the forefront of developing society’s
understanding of climate change and there are numerous initiatives within institutions.
For example the University of Central Lancashire and King’s College London were
among 12 organisations to successfully complete the pilot scheme for the Carbon Trust
3 The invitation to apply for funds is set out in HEFCE circular letter 20/2008, available at
www.hefce.ac.uk under Publications.
4 Salix Finance is an independent, publicly funded company, set up in 2004 by the Carbon Trust, to
accelerate public sector investment in energy saving technologies through invest to save schemes.
2
Standard, giving recognition for reducing carbon year on year. We are supporting a
number of initiatives of this kind, designed to reduce carbon emissions and develop good
practice (see Annex C).
12. A number of the projects detailed in Annex C are concerned with a mix of
operations, teaching, research and business transfer. To maximise opportunities for this
kind of synergy we have developed a sector impact assessment process so that
sustainable development is considered throughout the development of HEFCE policies
and initiatives.
13. The student body also plays an important role in promoting sustainable
development and behaviour change. Case studies often involve environmental
campaigns led by students and the NUS and NUS Services run a range of environmental
programmes for their members. For example, the Carbon Academy, funded by the
Carbon Trust seeks to reduce the collective carbon footprint of students’ unions by 5,800
tonnes of carbon dioxide per year through training and best practice in energy
management.
14. Accommodation is a major source of carbon emissions in terms of initial
construction, lighting, heating and cooling. Good work has been done to promote the
efficient use of space5 but we believe that significant further progress is possible to
ensure that facilities are affordable and matched to business needs. We are funding two
projects that are looking at the design and use of space6 and will be undertaking a major
review of the sector’s use of space in 2009.
15. We are supporting the Carbon Trust’s Higher Education Carbon Management
programme7, which is designed to help universities reduce their carbon emissions. Fortyeight universities participated in the first three phases of the programme and a further 12
are participating in phase four. Institutions benefit from consultancy input to analyse and
reduce their carbon footprint.
16. The Green Gown Awards, organised by the HEFCE-funded HEEPI project8,
recognise environmental improvement. The awards recognise work in categories such as
course content, energy and water efficiency, student initiatives and sustainable
construction. HEFCE is a member of the group which oversees the awards.
Carbon reduction frameworks
17. We are using the Leadership Governance and Management Fund to support
carbon reduction frameworks. These include the Business in the Community
benchmarking programme and EcoCampus, an environmental management system
aligned to IS014001 but designed for further and higher education. We are in discussion
with AUDE about a carbon foot-printing pilot project.
5 The UK Higher Education Space Management Group, www.smg.ac.uk
6 See Annex C projects 10 and 11
7 For more information see www.carbontrust.co.uk under Solutions/Public sector carbon management.
8 For more information see www.heepi.org.uk
3
18. Data on carbon performance is also collected through Estates Management
Statistics (EMS)9. Coverage of environmental indicators has been significantly extended
and further developments are in hand to deal more accurately with waste.
Working in partnership
19. We are supporting the Universities UK sustainable development task group which
is considering the merits of a ‘manifesto pledge’ on sustainable development. This may
include a specific commitment on carbon.
20. Finally the sector is responding to regional, national and European regulation on
carbon reduction, which is increasing in scope and impact10. We are involved in this
where we can add value.
HEFCE and corporate social responsibility
21. We believe that HEFCE needs to demonstrate good practice and during 2008 we
achieved certification to ISO14001, an international environmental management system
standard. Progress against our corporate social responsibility policy and targets is set out
in an annual report.11 By November we expect to publish our new policy and targets,
aligned with the SOGE12 targets.
b.
Ensuring that all institutions in receipt of capital funding have
plans in place to reduce carbon emissions by April 2011
22. We will ensure that all institutions in receipt of capital funding have plans in place to
reduce carbon emissions by April 2011. Institutions will be required to produce plans that
have explicit clearance from a governing body or its relevant committee and to publish
these plans and subsequent progress against them.
23. There should be considerable value in this process, which will be supported by
guidance published by July 2009. Many of the 60 institutions who have been through or
are participating in the Carbon Trust’s Higher Education Carbon Management
Programme will have plans in place already, and there will be more that they can do.
Others will need to catch up.
24. There is good practice guidance from the Carbon Trust, Defra and others to help
institutions formulate plans, and we are commissioning guidance specific to the HE
sector. We have already signalled to institutions the requirement for carbon plans, and
will use the publication of the sector guidance and other opportunities to reinforce this.
9 See www.opdems.ac.uk
10 This includes the Carbon reduction commitment, the Energy Performance of Buildings Directive and
the Energy End Use and Energy Services Directive.
11 Available at www.hefce.ac.uk/aboutus/environ/
12 Sustainable Operations on the Government Estate: targets. Available at www.sustainabledevelopment.gov.uk/government/estates/targets.htm
4
c.
Performance against the institutions’ plans to reduce carbon
emissions to be a factor in future capital allocations
25. The Government is calling for a link to be established between performance
against carbon plans – in effect carbon reduction – and future capital allocations. We will
achieve this by adapting our Capital Investment Framework (CIF). Developed in 2007 to
assess the extent to which institutions had a strategic approach to infrastructure planning
and investment, CIF lends itself to assessing institutions’ processes and performance in
reducing carbon emissions.
26. The CIF relies on a mix of metrics, information submitted by institutions and our
knowledge in order to make a holistic and balanced assessment. The 84 institutions that
satisfied the requirements of CIF are now benefiting from a streamlined process for
capital funding. In advance of the next Spending Review we will re-model the process
with a greater focus on carbon.
27.
We will achieve this as follows:

the metrics will include a further metric on carbon emissions, probably relative to
income

the strategic questions will be amended to include a more specific and
demanding requirement in relation to carbon

institutions will be required to report on progress in implementing the carbon
plans, and on the results achieved.
28. Institutions unable to demonstrate that they meet the requirements will need to
obtain project level funding approval and meet additional requirements. We will consult
on what these should be, but expect to include specified levels of BREEAM13 certification
for projects and project level justification of the need for any additional space. We will
need to recognise that refurbishment projects may have lower carbon impacts but be
unable to achieve BREEAM ratings that are possible with new builds. Similarly the results
of the consultation and the research we are commissioning will allow us to establish
baselines and be more specific about the plans and expected performance improvement.
29. We have already signalled to institutions a more demanding approach to carbon
reduction and the need for carbon plans. We will make the guidance to institutions on
preparing carbon plans available by July 2009. This will enable institutions to develop the
plans and make progress in advance of the re-modelled CIF. We will consult further with
the sector as we progress in order to ensure that the proposals are as effective as
possible.
13 BREEAM stands for Building Research Establishment Environmental Assessment Method. We are
supporting the development of a BREEAM model for HE construction projects, which will allow easier,
faster assessments at reduced cost. It has been argued that achieving an ‘Excellent’ rating is harder for
refurbishment projects than new builds. For this reason, and because new build projects are more
commonly associated with expansion of the building stock, a more challenging requirement for new
build would seem appropriate.
5
Our Key Performance Target
30.
The KPT target in our strategic plan comprises two elements:
a.
to finalise a revised sustainable development strategy
b.
to include within this a realistic target for carbon reductions which are
sufficient to ensure satisfactory progress towards the government targets of
reducing carbon emissions by 60 per cent against 1990 levels by 2050 and at least
26 per cent by 2020.
31. This requires HEFCE to finalise a revised strategy for sustainable development in
HE during 2008-09, including a realistic target for carbon reduction which is sufficient to
ensure satisfactory progress towards the Government’s 2020 and 2050 targets. There is
a clear understanding of the role that the sector can play and support for a specific
carbon strategy. We are commissioning work to help us define suitable targets.
a.
To finalise a revised sustainable development strategy
32. We are currently reviewing the 85 responses received to our consultation on the
2008 update to our sustainable development strategy14. The consultation drew on the
findings of the 2007 strategic review of sustainable development in higher education15
and input from our sustainable development steering group.
33. We held three seminars in July which provided a forum to discuss the consultation,
to share experiences and consider the roles and opportunities open to universities. We
have not completed analysing the responses, but early indications are that there is a
clear understanding of the role that the sector can play and strong support for a revised
strategy. The HEFCE Board will receive a paper on the results of the consultation and a
revised strategy and action plan at its next meeting in December. The revised sustainable
development strategy will be published in January 2009.
b.
To include within this sustainable development strategy a realistic
target for carbon reductions which are sufficient to ensure satisfactory
progress towards the government targets of reducing carbon emissions
by 60 per cent against 1990 levels by 2050 and at least 26 per cent by
2020.
34. The recently closed consultation asked for the sector’s views on a strategy for
carbon management, whether the sector could exceed government targets, and how
interim targets could be included.
35. We have had discussions with Defra and others to understand the scope of
research that will be required to develop a target. For example we need to understand
14 ‘Sustainable development in higher education: Consultation on a 2008 update to strategic statement
and action plan’ (HEFCE 2008/18). Available at www.hefce.ac.uk/pubs/hefce/2008/08_18/.
15 ‘‘Strategic review of sustainable development in higher education in England.’ Available at
www.hefce.ac.uk/pubs/rdreports/2008/rd03_08/
6
more about the sources of carbon that need to be assessed, what allowance should be
made for the expansion of higher education since 1990 and the financial cost of given
target levels.
36. We are in the process of commissioning this research, and intend to have the
results in time to inform sector targets for carbon reduction which we will consult on from
March 2009. Strong commitment from the sector will give this work maximum impact, and
we will work closely with sector bodies in undertaking the actions at Annex D.
Conclusion
37. We believe that the work undertaken so far has achieved significant progress and
that the plans for taking this forward will go much further in realising the very
considerable contribution that the sector can make. We plan to report on progress
through the new DIUS-led steering group on the role of the HE community in cutting
carbon emissions.
7
Annex A
Paragraph 18 from the 2008 HEFCE grant letter
18. ‘When I announced your capital budgets, I noted that among other things this would
allow you to commit resources to your proposed Green Development Fund. I warmly
welcome this initiative, and your plans to work in partnership with Salix to deliver it. I
know that institutions will help develop responses to the problems we face, and I am
pleased the Council is providing leadership in this area. More generally, while higher
education institutions have made some progress in reducing their carbon emissions,
more needs to be done if the 2050 commitment to reduce emissions by 60% is to be
achieved. I expect HEFCE to work with the sector to ensure these targets are met. Over
the spending review, all institutions in receipt of capital funding should have plans to
reduce carbon emissions, and performance against these plans should be a factor in
future capital allocations. I would be grateful for a report on your plans for taking this
forward by September 2008’16.
16 The full letter can be read at www.hefce.ac.uk under Finance & assurance/Finance and
funding/Grant letter from Secretary of State.
8
Annex B
Higher Education Policy context
1.
In September 2003 the Department for Education and Skills (DfES) launched the
‘Sustainable Development Action Plan for Education and Skills’. This plan asked HEFCE
to develop a sustainable development strategy for ourselves and for the way we interact
with the higher education sector.
2.
With the benefit of feedback on our 2005 consultation (HEFCE 2005/0117) we
published ‘Sustainable development in higher education’ (HEFCE 2005/08)18 later that
year. This set out our approach to promoting sustainable development, and included a
strategic statement and action plan, identifying practical actions within four support roles:
 engaging with stakeholders to bring about policy synergies on sustainable
development
 building the capacity of people to manage sustainable development
 sharing good practice, or supporting the development of good practice where none
exists
 rewarding more sustainable behaviour.
3.
The document took account of the Government’s revised strategy for sustainable
development, ‘Securing the Future’19, published during the consultation period.
4.
The 2005 document contained the vision that:
‘within the next 10 years, the higher education sector in England will be recognised
as a major contributor to society’s efforts to achieve sustainability – through the
skills and knowledge that its graduates learn and put into practice, and through its
own strategies and operations.’
5.
In 2007-08 we commissioned a strategic review of sustainable development activity
in the sector. This report20 measures a baseline of sustainable development activity and
allows us to learn from institutions’ experiences. Given the difficulties of measuring
sustainable development the baseline is not a precise measure, but it will allow us to
assess progress over time. The review shows that a lot of sustainable development
activity is taking place in the sector, but notes that much more could be done. It
confirmed that continuing with our non-prescriptive approach remains the best way to
help institutions find the most appropriate way forward. It contains recommendations on
how HEFCE and the sector could promote sustainable development activity, and has
informed the development of a new action plan which we will complete in January 2009.
6.
Several international charters, including the Kyoto, Talloires, and Copernicus
declarations, have helped shape European, national and local policies. UNESCO has
17 ‘Sustainable development in higher education: Consultation on a support strategy and action plan’
(HEFCE 2005/01). Available at www.hefce.ac.uk/pubs/hefce/2005/05_01/.
18 Available at www.hefce.ac.uk/pubs/hefce/2005/05_28/.
19 Available at www.sustainable-development.gov.uk/publications/uk-strategy/index.htm.
20 ‘Strategic review of sustainable development in higher education in England.’ Available at
www.hefce.ac.uk/pubs/rdreports/2008/rd03_08/.
9
also declared 2005-2014 a Decade of Education for Sustainable Development. The UK
National Commission is taking the lead in coordinating and monitoring the
implementation of the Decade in the UK.
10
Annex C
Sustainable development projects funded by HEFCE
We have funded 18 sustainable development projects in HEIs via the following funding
routes:

Centres for Excellence in Teaching and Learning

Higher Education Innovation Fund

Leadership, Governance and Management Fund

Strategic Development Fund.
They are briefly described below.
Centres for Excellence in Teaching and Learning
1. Centre for Sustainable Futures – University of Plymouth
The project aims to transform the university into an institution modelling university-wide
excellence in education for sustainable development and to contribute to this regionally,
nationally and internationally. Students are provided with opportunities to engage critically
with sustainability agendas and their social, ethical, professional and personal
implications. The impact on student learning is reinforced by action research projects into
the ‘greening’ of the campus and community and regional sustainability initiatives.
www.csf.plymouth.ac.uk/
2. Centre for Sustainable Communities Achieved through Integrated Professional
Education (C-SCAIPE) – Kingston University
C-SCAIPE aims to produce graduates with a holistic understanding of sustainable
communities. Built environment professionals have a crucial role to play as buildings
provide the context for economic and social activity. Working with the Centre for
Education in the Built Environment subject centre and the professions, C-SCAIPE will
produce the professionals of the future by:
 embedding sustainability principles within the curriculum
 stimulating students’ commitment to sustainability by developing understanding of
disciplines beyond their own
 enhancing students’ connections with professional practice.
www.kingston.ac.uk/surveying
11
Higher Education Innovation Fund
3. UrbanBuzz: Building Sustainable Communities – University College London
and University of East London
This project aims to establish an innovative knowledge exchange programme to create a
network of professionals, practitioners and academics. They work together on projects
which will develop new ways of delivering sustainable forms of development and
community in London and the wider south-east region.
www.urbanbuzz.ucl.ac.uk
4. Carbon Connections – University of East Anglia
Carbon Connections aims to tackle our reliance on fossil fuels, with the aim of exploiting
low-carbon technologies and encouraging behavioural change for environmental, social
and economic benefit. An international network of academic and commercial partners are
using the Carbon Connections project to turn innovative ideas into commercial reality.
Sustainable building and renewable energy are two areas of particular interest to the
project.
www.carbon-connections.org
Leadership, Governance and Management Fund
5. A guide to managing and enhancing biodiversity on campus – University of
Hertfordshire
The outcome of this project is a guide to promote biodiversity management and good
practice in the higher education sector. The guide includes sections on biodiversity and
its importance, benefits of managing biodiversity, legal issues, planning and setting
targets, implementing changes, awareness and communication monitoring. The guide
has been praised by the United Nations.
www.eauc.org.uk under Resource Bank/Biodiversity
6. Development of an Association of University Directors of Estates (AUDE) estates
management good practice self-assessment tool – University of Bradford
AUDESAT is a self-assessment toolkit and web-site, launched in April 2007, comprising:

a good practice estates management knowledge base, with web pages and
hyperlinks to relevant documents and web-sites

a good practice self-assessment model against which AUDE members can measure
the estates management capabilities of their organisation, and benchmark their
organisation against peers.
www.aude.ac.uk under Info Centre/Good practice
12
7. EcoCampus
EcoCampus is an environmental management system designed for the further and higher
education sectors. It encourages and rewards universities and colleges for moving
towards environmental sustainability, and therefore good operational and management
practices. It is closely aligned to ISO14001 and BS8555 standards and has been
designed to be achievable through a phased approach, enabling institutions to achieve
progress and implement a full environmental management system in ‘bite-sized chunks’.
It also benchmarks environmental improvement so an organisation can, subject to
external verification, be given an EcoCampus award for achieving a certain level of
environmental improvement.
www.ecocampus.co.uk
8. GreenBuild – University of Bradford
This project has two strands: the development of a standard Building Research
Establishment Environmental Assessment Method (BREEAM) scheme to cover most
higher education buildings; and GreenLab, a subsidiary project which will focus on the
use of the scheme and other measures to develop more sustainable laboratories.
Laboratories are among the most energy-intensive and water-intensive of higher
education facilities and have other environmental impacts too. They are also important
factors in the daily experience of science and technology students and researchers, and
therefore have great potential impacts on their attitudes and behaviour.
www.heepi.org.uk
9. Higher Education Environmental Performance Improvement Project (HEEPI) –
University of Bradford
HEEPI aims to stimulate strategic change and operational improvements by working with
estates and other departments with energy and environmental responsibilities. It is
helping the higher education sector to improve building design, minimise energy and
water consumption, minimise waste generation and reduce transport impacts. It rewards
good practice through the Green Gown Awards, runs courses and events, collates
benchmarking data, and publishes case studies, guidance documents and online
materials.
www.heepi.org.uk
10. Innovative, effective, enjoyable? Creating the evidence base to deliver
productive academic workplaces – Loughborough University
With a view to creating more productive office-based research environments, evidence
will be gathered on the performance of recently built academic research settings,
together with learning from relevant commercial settings. It will investigate:

the design team, stakeholder engagement, procurement and delivery process

physical outcomes (buildings and layouts)

the subsequent effect the spaces have on the academic community.
13
11. Learning landscapes: clearing pathways and making space – involving
academics in leadership, governance and management of estates in higher
education – University of Lincoln
The project promotes closer collaboration between academics and estates professionals
in the development of new learning landscapes, so that the strengths of the traditional
academic environment are not lost when new spaces are developed to foster innovative
approaches. It aims to develop a high-level framework, pathways and toolset to facilitate
the dialogue between higher education institutions’ senior academic managers and their
estates directors concerning the future direction of teaching and research practice and its
implications for the built estate. Process tools will be piloted at steering group institutions
and a training programme developed.
12. Moving towards zero-waste in student halls of residence by providing reuse
schemes for real use – London School of Economics
The project aims to contribute to sustainable development by diverting from landfill
reusable items disposed of by university students in halls of residence, by moving them
up the waste hierarchy towards reuse. Items are donated, stored and sold back at low
cost to new students. This reduces demand on natural resources and saves money both
for the university (waste disposal costs) and students, releasing funds for future studentled environmental projects. The items can also be donated to local community
organisations, enhancing relationships and supporting low-income groups. The project
increases student and staff leadership capacity for sustainable development because it
requires a collaborative team effort. It also encourages a holistic management approach
and effective governance structures.
www.lse.ac.uk/collections/environment
13. The global university: the role of senior managers – Bournemouth University
Aims to translate current debates in UK universities on internationalisation, globalisation
and sustainable development into challenges for strategic leadership and change
management. Senior managers reflect on and share their experiences of shaping ‘a
global university’ in a publication that sources good practice and illustrates the value of
‘global perspectives’ to the vision and purpose of higher education institutions. Through
the process of developing the publication and disseminating it, the project will contribute
to the sector’s knowledge on how to discharge a university’s corporate and social
responsibilities within the context of a global society and economy.
www.dea.org.uk/sub-556208
14
14. The legacy of the 1960s university estate – Association for University Directors
of Estates
There is a ‘refurbish or replace’ dilemma for the sector in relation to the continued use of
buildings constructed or planned in the 1960s. Using analysis of case studies and
research on how other sectors address similar issues, the project is providing a set of
tools and advice to assist institutions make appropriate decisions concerning
sustainability options for this type of property.
www.aude.ac.uk under Info Centre/1960s estate project
15. Testing the appropriateness of the Business in the Community corporate
responsibility and environment indices for the higher education sector – Leeds
Metropolitan University
This project benchmarked universities from across England on their environmental and
corporate responsibility performance. It then revealed how they rate against UK
businesses. The project concluded that the Business in the Community environment and
corporate responsibility indices are appropriate and offer much to the higher education
sector.
www.eauc.org.uk under Resource Bank/Resources/Publications
16. Universities that Count: Environment and Corporate Responsibility
benchmarking programme for the higher education sector – EAUC and the
University of Gloucestershire
Building on the successful pilot project at Leeds Metropolitan University, this project will
establish a benchmarking programme for the higher education sector using Business in
the Community’s Environment and Corporate Responsibilities indices. A publicly
reported, higher education sector-led benchmarking programme with sector-specific
guidance material will help institutions measure, manage and report on their contribution
to sustainable development, gauge performance improvement and share this information
with their stakeholders.
Strategic Development Fund
17. Ecoversity StuDent– University of Bradford
The University of Bradford’s Ecoversity programme aims to promote a major change in
attitudes to the environment on campus, among students and staff, and with the wider
community. Ecoversity StuDent is a project in partnership with Yorkshire Forward. There
are seven strands of work, including: academic pioneers who will enthuse staff; student
engagement activities such as events, volunteering and student ambassadors; a standing
exhibition on campus; and a research programme which will include action research that
helps inform the development of the programme.
www.brad.ac.uk/ecoversity
15
18. Centre for Efficient and Renewable Energy in Buildings – London South Bank
University, City University and Kingston University
The Centre for Efficient and Renewable Energy in Buildings will be a unique resource for
teaching, research and demonstration of low-carbon energy technologies in the built
environment. The centre is the result of a partnership between London South Bank, City
and Kingston Universities.
16
Annex D
Actions required to deliver the grant letter and KPT
requirements
Action
By
1
Consult with sector on proposals and advise on requirement for carbon
plans. Determine need for good practice guidance on producing carbon
reduction plans and advise sector of requirements.
Ongoing
2
Analyse sustainable development (SD) consultation responses.
Sept 2008
3
Appoint consultant to advise on the scope, potential and measurement
of carbon reduction at institutions.
Oct 2008
4
Paper to the HEFCE Board reporting on the results of the SD
consultation and a revised SD strategy and action plan.
Dec 2008
5
Publish SD strategy and action plan.
Jan 2009
6
Carbon consultancy on KPT target and strategy concludes.
April 2009
7
Paper to 1 April HEFCE Board proposing carbon reduction targets and
strategy.
April 2009
8
Consult on the sector carbon reduction target and accompanying
strategy.
May 2009
9
Publish guidance on carbon plans and advise institutions of specific
requirements.
June 2009
10
Finalise methodology for the revised CIF in advance of the next
comprehensive spending review outcome.
2009-10
17