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Transcript of Sector Environment Report 2006
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Sustainable Campus Group
Sector Environment Report
2006
Table of ContentsOverview 2
Methods 2Key Outcomes from the Reporting Training Sessions 4Key Lessons from Results 5
Energy and Emissions 5Waste and Recycling 5Water 5Paper 5Institutional Environmental Commitment 6
Future Focus 6EfS Case Study 7
Swinburnes Diploma of Sustainability 7Energy and Emissions 8
Targets 8Energy Use in Sector 9Curriculum 14Energy Case Studies 14
Victoria University from T8 to T5 Fluorescent Lighting 14Energy Reduction at Bendigo Regional Institute of TAFE 15
Waste and Recycl ing 16Targets 16Waste and Recycling in the Sector 17Curriculum 17Recycling Case Study 18
Recycling @ UB 18
Water 19Targets 19Water Use in the Sector 19Curriculum 20Water Case Study 21
Water Strategies at ACU 21Green Procurement 22
Targets 22Green Procurement in the Sector 22
Institutional Environmental Commitment 24Institutional Environmental Commitment Case Study 25
Monash University Talloires Declaration 25Acknowledgements 25
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ReportingInstitutions
Australian
Catholic
University
www.acu.edu.au
Bendigo Regional
Institute of TAFEwww.britafe.vic.edu.
au
Gordon Institute of
TAFE
www.gordontafe.
edu.au
Monash Universitywww.monash.edu.
au
RMIT University
www.rmit.edu.au
South West
Institute of TAFEwww.swtafe.vic.edu.
au
Swinburne
University of
Technology
www.swin.edu.au
OverviewThis is the first Sector Environment Report published by the Sustainable Campus Group
(SCG). The SCG was established in April 2006 and aims to progress sustainability in the
university and TAFE sector in Victoria through collaboration, partnerships, capacity building
and the sharing of information. The SCG has been developed and facilitated by Maunsell
Australia Pty Ltd (Maunsell) and Monash Sustainability Institute (Monash). The SCG is
funded by its members and by the Department of Sustainability and Environment (DSE),
EPA Victoria and Sustainability Victoria (SV).
The SCG is working to empower universities and TAFEs to be responsible for improving
their own campus environmental sustainability by:
developing a sector reporting framework
providing opportunities for enhanced co-operation and collaboration between
operational and academic staff in the pursuit of sustainable performance
establishing a mechanism for information sharing and support regarding waste,
energy, water, procurement, reporting and cultural change issues between the
campuses and external government and education industry associations.
The SCG achieves this by providing opportunities for networking, information sharing, and
learning and development. This is primarily achieved through our forums, bulletins and
training sessions. In the first year, four forums with guest speakers were held, three
bulletins issued and two training courses were delivered (covering cultural change and
environmental reporting respectively).
This Sector Environment Report provides an indication of the tertiary sectors
environmental performance in Victoria and raises public awareness of the programs in
place. The report provides a format for annual internal performance review and comparison
between similar institutes as well as year-to-year benchmarking in the future. In addition, it
aims to broaden the scope of environmental reporting in the sector through qualitative
assessments.
The university and TAFE Sector has a large role to play in advancing environmental
sustainability in Victoria. The Sector educates the workforce and influences society through
its students, teaching and research. The institutes participating in this report educate more
than 130,000 students and employ more than 17,000 staff. This represents a significant
opportunity to improve environmental performance via behaviour change and education.
This report highlights the existing environmental initiatives of participants, particularly in the
areas of energy, water, and waste reduction. Examples of these initiatives include
retrofitting of electrical equipment, rain water collection and removal of landfill bins.
Improvements in energy and water use in facilities were a key focus.
MethodsEleven of the thirteen SCG members participated in this Report and undertook Sustainable
Campus Reporting Training. The training was facilitated by Michael Nolan (Maunsell),
Belinda Towns (Monash) and George Smyth (Maunsell). The training was structured
around the completion of an electronic workbook which assisted institutions to complete anenvironmental report for their respective campuses within a robust and consistent format.
2
http://www.acu.edu.au/http://www.britafe.vic.edu.au/http://www.britafe.vic.edu.au/http://www.gordontafe.edu.au/http://www.gordontafe.edu.au/http://www.monash.edu.au/http://www.monash.edu.au/http://www.rmit.edu.au/http://www.swtafe.vic.edu.au/http://www.swtafe.vic.edu.au/http://www.swin.edu.au/http://www.swin.edu.au/http://www.swtafe.vic.edu.au/http://www.swtafe.vic.edu.au/http://www.rmit.edu.au/http://www.monash.edu.au/http://www.monash.edu.au/http://www.gordontafe.edu.au/http://www.gordontafe.edu.au/http://www.britafe.vic.edu.au/http://www.britafe.vic.edu.au/http://www.acu.edu.au/ -
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Sunraysia Institute
of TAFE
www.sunitafe.edu.
au
University of
Ballarat
www.ballarat.edu.au
Victoria Universitywww.vu.edu.au
William Angliss
Institute of TAFE
www.angliss.vic.
edu.au
All SCG participants and stakeholders helped select the indicators used in this report. The
stakeholders included representatives from: DSE, SV, EPA Victoria, Australasian
Campuses Towards Sustainability (ACTS Inc), Tertiary Education Facilities Management
Association (TEFMA), Australian Student Environment Network (ASEN), Victorian
Education Facilities Managers (VETFM) and SCG members and facilitators.
One of the aims of this report is to introduce institutes to public environmental reporting. As
such, the indicators in this report were selected to complement data that is already
expected of the organisations (for example the TEFMA report, for State Government and
for voluntary environmental agreements) and data that is relatively easy to access was
prioritised. This approach helped reduce the time spent reporting and encouraged
participation. It is expected that more indicators will be added to future reports and that
reporting sections will be expanded (see Future Focus on page 6).
The data in this report has not been audited as funding did not allow for this service. There
was a reliance on trained participants to provide accurate data and some reasonableness
tests were conducted in the preparation of the report. It is intended that random audits will
be conducted for future reports.
To encourage participation and to familiarise organisations with public reporting this report
does not identify the individual institutions. The participating institutions were categorised
into universities (including dual-sector) and TAFEs. The four dual-sector institutions were
grouped with the universities as they are universities that have a TAFE division. The five
TAFEs were allocated TAFE A TAFE E and the six universities were allocated Uni A
Uni F.
Participants
Austral ian Cathol ic Universi ty (ACU)
St Patricks Campus
Bendigo Regional Insti tute of TAFE (BRIT)
Bendigo, Castlemaine, Echuca, Kerang, Kyneton and Maryborough Campuses
Gordon Institute of TAFE
Colac, East, Geelong City, Moorabool and Werribee Campuses
Monash University
Berwick, Caulfield, Clayton, Gippsland, Parkville and Peninsula Campuses
RMIT University
City, Brunswick and Bundoora Campuses
South West Institute of TAFE
Glenormiston, Hamilton, Portland and Warrnambool Campuses
Sunraysia Institute of TAFE
Mildura, Ouyen, Swan Hill and Robinvale Campuses
Swinburne University
Croydon, Hawthorn, Healesville, Lilydale, Prahran and Wantirna Campuses
University of Ballarat
Ararat, Horsham, Camp Street, Mt Helen, SMB and Stawell Campuses
Victoria University (VU)
Flinders Lane, Flinders Street, Footscray Lane, Footscray Nicholson, Footscray Park,
King St, Melton, Newport, St Albans, Sunbury, Werribee, and Queen St Campuses
William Angliss Insti tute of TAFE
La Trobe Street Campus
3
http://www.sunitafe.edu.au/http://www.sunitafe.edu.au/http://www.ballarat.edu.au/http://www.vu.edu.au/http://www.angliss.vic.edu.au/http://www.angliss.vic.edu.au/http://www.angliss.vic.edu.au/http://www.angliss.vic.edu.au/http://www.vu.edu.au/http://www.ballarat.edu.au/http://www.sunitafe.edu.au/http://www.sunitafe.edu.au/ -
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SustainableCampus
Stakeholders
Australian
Campuses
Towards
Sustainability
(ACTS)
www.acts.asn.au
Australian Vice
ChancellorsCommittee
(AVCC)
www.avcc.edu.au
Australian
National
Commission for
UNESCO
www.dfat.gov.au/i
ntorgs/unesco/
AustralianResearch Institute
in Education for
Sustainable
Development
www.aries.mq.
edu.au
Australian Student
Environment
Network
(ASEN)
www.asen.org.au
Australian
Universities
Procurement
Consortium
(AUPC)
www.hes.edu.au/c
ontrol.cfm?page=
AUPC&langlD=1
The report required participants to complete quantitative and qualitative data collection
under five sections:
1. Energy and Emissions
2. Waste and Recycling
3. Water
4. Green Procurement
5. Policy and Regulatory Commitment.
Not all participants provided information for all sections. In these cases NP (Not Provided)
is noted in place of data.
To promote consistency, student residences and their associated environmental impacts
were not included as not all of the participating institutions have residences on campus.
All of the data captured related to the 2006 calendar year to match the most common
reporting practices across the institutions. To ensure that data between TAFEs and
universities was comparable, TAFE student contact hours (SCH) were converted into
Effective Full-time Student Load (EFTSL). This is the standard reporting measure for
universities.
Key Outcomes from the Reporting Training SessionsThe reporting training sessions provided opportunities for collaboration and knowledge-
sharing amongst the participants. The group members were able to influence the type and
range of indicators reported, share experiences in collecting data and assist each otherwith analysis of results. The establishment of this community of practice was identified as a
key benefit of participating in the SCG reporting project.
The participants brought to the group a diverse range of experience and skill in facilities
and environmental management. Representatives included:
Facilities and Services Managers (Graham Bell, Peter OKeefe, Margaret Burgess,
Kim Blamey, Brett Montgomery)
Health, Safety and Environment (Robyn Smith-Clark)
Environmental Officers (Jillian Bambach, Anna Lohse, Darren Moore)
Sustainability Experts (Caroline Bayliss, Denis Olmstead, Belinda Towns)
Strategic Planning (Lisa Confey)
Finance Services (Frank Piscioneri).
The training highlighted that:
the more departments involved from each institute, the more comprehensive the data
ongoing face-to-face collaboration and sharing of information between institutions is
essential for improving the quality and scope of the information reported
as government and institutional commitment increases, more comprehensive
environmental reporting will be possible.
4
http://www.acts.asn.au/http://www.avcc.edu.au/http://www.dfat.gov.au/intorgs/unesco/http://www.dfat.gov.au/intorgs/unesco/http://www.aries.mq.edu.au/http://www.aries.mq.edu.au/http://www.asen.org.au/http://www.hes.edu.au/control.cfm?page=AUPC&langlD=1http://www.hes.edu.au/control.cfm?page=AUPC&langlD=1http://www.hes.edu.au/control.cfm?page=AUPC&langlD=1http://www.hes.edu.au/control.cfm?page=AUPC&langlD=1http://www.hes.edu.au/control.cfm?page=AUPC&langlD=1http://www.hes.edu.au/control.cfm?page=AUPC&langlD=1http://www.asen.org.au/http://www.aries.mq.edu.au/http://www.aries.mq.edu.au/http://www.dfat.gov.au/intorgs/unesco/http://www.dfat.gov.au/intorgs/unesco/http://www.avcc.edu.au/http://www.acts.asn.au/ -
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Department of
Education and
Training
(DET)
www.det.vic.gov.
au
Department of
Environment and
Heritage
(DEH)
www.deh.gov.au
Department ofSustainability and
Environment
(DSE)
www.dse.vic.gov.
au
Environmental
Protection
Authority Victoria
(EPA)
www.epa.vic.gov.
au
Green Building
Council of
Australia
(GBCA)
www.gbcaus.org
Higher Education
Services
(HES)
www.hes.edu.au
Office of Trainingand Tertiary
Education
(OTTE)
www.otte.vic.gov.
au
Sustainability
Victoria
(SV)
www.sustainability.
vic.gov.au
Key Lessons from ResultsThe key messages and conclusions from the results contained in this report are
summarised below, under the five areas of focus.
Energy and Emissions
On average, the TAFEs purchased more Green Power per student and staff unit than
universities which is largely due to the Victorian Government mandate that 10 per cent of
TAFE electricity must be Green Power. TAFEs also use far less energy per staff and
student unit than universities. The higher level of Green Power purchased by the TAFEs
displays the importance of government regulation in increasing the rate of change towards
improved environmental outcomes.
Most participants reported plans to reduce energy use in the future. Victoria University and
BRIT have provided case studies to demonstrate some of their energy saving initiatives.
The Carbon Dioxide emissions of the participating institutions were based on facilities and
vehicular transport data. However, some participants struggled to obtain robust information
on transport.
The major carbon offsets were Green Power and subscriptions to Greenfleet. No institution
had the goal of carbon neutrality. There remains scope to improve the reporting of
greenhouse emissions by increasing the parameters of what should be included and by
assisting the participants to access the data.
Waste and Recycling
All participants have paper and cardboard recycling and most have commingled and toner
recycling. There is scope to expand the recycling services offered, for example, organics
and mobile phone recycling.
The participants found that reliable waste and recycling measurement data was difficult to
obtain and accordingly this section had the lowest response rate.
Water
Water use per student and staff unit varied greatly amongst the participants. Institutes with
high water use had large campus grounds and/or offered courses or conducted researchwith high water demand.
Most participants mentioned that they had water saving and water capture measures in
place. ACU provided a case study about some of their efforts in this area (see page 18).
Paper
TAFEs used approximately 60% less paper per student and staff unit than universities. On
average staff and students at universities use more than 4.2 reams of copy paper each per
annum. This only includes paper that is centrally purchased and does not include the paper
that students use at home. When comparing the purchase of environmentally preferred
papers, TAFEs purchased plantation paper for around 70% of its paper, while universities
purchased 100% recycled content paper for a third of its paper. There is much scope to
reduce paper use and to increase each sectors purchase of recycled content paper.
5
http://www.det.vic.gov.au/http://www.det.vic.gov.au/http://www.deh.gov.au/http://www.dse.vic.gov.au/http://www.dse.vic.gov.au/http://www.epa.vic.gov.au/http://www.epa.vic.gov.au/http://www.gbcaus.org/http://www.hes.edu.au/http://www.otte.vic.gov.au/http://www.otte.vic.gov.au/http://www.sustainability.vic.gov.au/http://www.sustainability.vic.gov.au/http://www.sustainability.vic.gov.au/http://www.sustainability.vic.gov.au/http://www.otte.vic.gov.au/http://www.otte.vic.gov.au/http://www.hes.edu.au/http://www.gbcaus.org/http://www.epa.vic.gov.au/http://www.epa.vic.gov.au/http://www.dse.vic.gov.au/http://www.dse.vic.gov.au/http://www.deh.gov.au/http://www.det.vic.gov.au/http://www.det.vic.gov.au/ -
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TAFE Directors
Australia (TDA)
www.tda.edu.au
Tertiary Education
Facilities
Managers
Association
(TEFMA)
www.tefma.com
Victorian
Association for
EnvironmentalEducation (VAEE)
www.vaee.vic.edu
.au/resources/
eingana.htm
Victorian Vice
Chancellors
Committee
(VVCC)
Vocational
Education andTraining Facilities
Management
(VETFM)
Institutional Environmental CommitmentUniversities were more likely to have environmental or sustainability committees and to
employ staff (Full Time Equivalent Employees) to manage environmental initiatives on
campus.
Universities were also more likely to have conducted waste, water and energy audits, and
developed environmental behaviour change programs. In addition, more universities have
joined voluntary government environmental agreements compared with TAFEs. The
existence of environment officers at universities appears to assist greatly in embedding
environmental sustainability practices throughout the institution.
There remains scope for participants to join voluntary environmental agreements and
programs, for example, AGO Greenhouse Challenge and Sustainability Victorias WasteWise Program.
Government bodies may need to offer greater incentives for TAFEs to join environmental
programs as they have fewer staff resources to ensure compliance with requirements.
Overall, TAFEs and universities are beginning to link operational environmental initiatives
with curriculum. However, a formal process for doing so could be established at each
institute to increase the integration. Future reporting will include indicators that show the
institutes commitment to education for sustainability.
Future FocusOver the next year the SCG will focus on securing funding, support and stakeholder
engagement to expand the program and ensure ongoing reporting. Non-member TAFEs
and universities in Victoria will be invited to join the group; and the format of forums,
bulletins and training will be reviewed to provide the most useful structure for members.
There will be more outreach to broaden the range of stakeholders involved with the SCG
and further discussions will be held with government agencies in other states to see if they
will support similar programs there.
Reporting training will take place in late 2007 with the intention to issue a 2007 SCG Sector
Environment Report in early 2008. This report will be expanded according to members
ability to provide data and the demands placed on them by external bodies to provide data.
There are two main areas of focus for expanding reporting in 2007; carbon dioxideemissions and Education for Sustainability (EfS). As carbon neutrality is a growing area of
strategic planning for organisations it is intended that the emissions section of this report is
reviewed and expanded. Experts in EfS will be consulted to help develop indicators for
quantifying the extent to which educational institutes integrate sustainability into their
teaching, training and research.
6
http://www.tda.edu.au/http://www.tefma.com/http://www.vaee.vic.edu.au/resources/%0Beingana.htmhttp://www.vaee.vic.edu.au/resources/%0Beingana.htmhttp://www.vaee.vic.edu.au/resources/%0Beingana.htmhttp://www.vaee.vic.edu.au/resources/%0Beingana.htmhttp://www.vaee.vic.edu.au/resources/%0Beingana.htmhttp://www.vaee.vic.edu.au/resources/%0Beingana.htmhttp://www.tefma.com/http://www.tda.edu.au/ -
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7
EfS Case StudySwinburnes Diploma of Sustainability
In 2006 the National Centre for Sustainability at Swinburne developed and piloted a new
innovative course in sustainability called the Diploma of Sustainability. The Diploma of
Sustainability is structured as an add-on course (four units in total) and must be studied
concurrently with an existing Diploma.
The Diploma of Sustainability is contextualised to ensure sustainability is addressed in
context to the students existing Diploma/Degree course. A team teaching approach, using
a cross section of qualified teaching staff has assisted with contextualisation.
Underpinning knowledge in generic skills such as teamwork, communications and problemsolving is obtained through the existing course, which means participating students
received a dual qualification upon completion in a much shorter timeframe.
The course was piloted in 2006 with 80 TAFE students and, due to its success, will be
offered to undergraduates in 2007 as an add on to their existing Degree course. For more
information refer go to http://www.swin.edu.au/ncs/.
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The remainder of this report provides a detailed description of the categories which have been considered.
These are:
Energy and Emissions
Waste and Recycling
Water
Green Procurement
Policy and Regulatory Commitment.
Energy and Emissions67% of universities have retrofitted some facilities with energy efficient products, whilst 33% of TAFEs conducted
energy efficient retrofitting in 2006. The most common example was changing lighting equipment. 83% ofuniversities conducted energy conservation awareness campaigns for staff in 2006, compared with 0% of
TAFEs.
Only 17% of universities have car pool programs compared with 33% of TAFEs, although it is necessary to note
that the importance and feasibility of car pooling is dependant on the location of the institution. Bike support
systems (including secure parking, showers etc) were provided at all of the universities compared with 33% of
TAFEs.
Targets67% of universities are, or plan to be, members of the Australian Greenhouse Office Greenhouse Challenge,
whilst none of the TAFEs plan to join the program.
All universities and 67% of TAFEs had a target to reduce energy consumption. The State Government requires
that all TAFEs reduce their energy by 15%, however only one TAFE mentioned this goal. This may be due to a
lack of staff awareness about the goal, or a lack of engagement by management. The institutions targets are
listed below in Table 1. Some targets contained specific percentages whilst others had general aims to reduce
energy consumption.
Table 1: Energy reduction targets
Institution Energy Target
TAFE A Office of Training and Tertiary Education (OTTE) targets in place
TAFE B Aim to reduce but target not defined
TAFE C Not provided (NP)TAFE D No target
TAFE E NP
Uni A Reduce from previous year: timeline Dec 2007
Uni B 5% reduction target proposed: no timeline
Uni C Aim to reduce energy use but target not defined
Uni D Reduce energy consumption levels per student unit and per square metre by
10% by 2008 (based on 1999 levels )
Uni E Aim to reduce energy use but target not defined
Uni F 20% reduction within 5 years (based on 2005 levels)
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Energy Use in SectorTable 2 shows energy use for facilities and the amount of Green Power (energy from accredited renewable
sources). Facilities energy use consists mostly of the gas and electricity purchased from suppliers for the
general running of equipment, buildings and grounds. This does not include embedded energy (i.e. the quantity
of energy required to manufacture and supply a product, material or service) or fuel for generators. Transport
energy figures include fuel used in vehicles managed and/or owned by the institutions, and does not include staff
private transport to work.
Table 2: Energy use in total and by sub-sector
Energy Use TotalTotal
Quantity (GJ)GJ / (Student+ Staff Units)
GJ / (m2
ofUFA)
Facilities* 1,410,179 11.09 1.52Transport 50,336 0.40
Total 1,460,515 11.49
* Includes Green Power 37,726 0.30
Energy Use TAFEsTotal
Quantity (GJ)GJ / (Student+ Staff Units)
GJ / (m2
ofUFA)
Facilities* 81,821 6.40 1.02
Transport 9,071 0.71
Total 90,892 7.11
* Includes Green Power 4,290 0.34
Energy Use Universi tiesTotal
Quantity (GJ)GJ / (Student+ Staff Units)
GJ / (m2
ofUFA)
Facilities* 1,328,358 11.62 1.56
Transport 41,265 0.36
Total 1,369,623 11.98
* Includes Green Power 33,436 0.29
NB GJ = Gigajoule, UFA = Usable Floor Area
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Figures 1 and 2 graphically present the percentage of Green Power and on-site generated power at TAFEs and
at universities. Please note that Figure 1 includes gas and electricity. Participating TAFEs purchased a higher
percentage of Green Power than the universities. The Victorian State Government has mandated that 10% of
electricity purchased by TAFEs must be Green Power. There is no requirement for universities to purchase
Green Power. Dual-sector universities are only required to purchase Green Power for their TAFE operations.
Figure 1: TAFE energy sourc es Figure 2: Universit y energy sources
TAFE Energy Sources
Electricity & Gas 95%
GreenPow er Electricity 5%
University Energy Sources
Electricity & Gas 97%
GreenPow er Electricity 3%
Table 3 shows transport energy use per institute by student and staff unit. The range of transport energy usebetween institutes is shaped partly by location and access to public transport and parking.
Table 3 Energy use p er institut e (Transport)
Institution GJ / (Staff &
Student Unit)
TAFE A NP
TAFE B 1.6
TAFE C NP
TAFE D 1.21
TAFE E NP
Uni A NP
Uni B 0.21
Uni C NPUni D 0.32
Uni E 0.13
Uni F 0.60
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Table 4 below shows facilities energy use per institute by student and staff unit and per square metre of usable
floor area (m2 of UFA). The range of energy use between institutes is partly a result of varying energy efficiency
of facilities, age of assets and the education services provided.
Table 4: Energy use per institute (Facilities)
Energy use per participantFacilities use
(facilities)Green Power
component
TAFE A GJ / (Students + Staff) 5.56 0.36
TAFE A GJ / (m2
of UFA) 0.88
TAFE B GJ / (Students + Staff) 2.83 0.25
TAFE B GJ / (m2
of UFA) 0.28
TAFE C GJ / (Students + Staff) 3.83 0.06
TAFE C GJ / (m2
of UFA) NP
TAFE D GJ / (Students + Staff) 6.13 0.33
TAFE D GJ / (m2
of UFA) 0.80
TAFE E GJ / (Students + Staff) NP NP
TAFE E GJ / (m2
of UFA) NP
Uni A GJ / (Students + Staff) 9.98 0.02
Uni A GJ / (m2
of UFA) 0.92
Uni B GJ / (Students + Staff) 10.25 0.09
Uni B GJ / (m2
of UFA) 1.48
Uni C GJ / (Students + Staff) NP NP
Uni C GJ / (m2
of UFA) NP
Uni D GJ / (Students + Staff) 7.70 NP
Uni D GJ / (m2
of UFA) 1.21
Uni E GJ / (Students + Staff) 28.91 0.01
Uni E GJ / (m2
of UFA) 4.27
Uni F GJ / (Students + Staff) 14.14 0.71
Uni F GJ / (m2
of UFA) 1.79
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Tables 5 and 6 show the carbon dioxide equivalent (CO2 e) emissions from facilities and transport. As expected
facilities emissions are far greater, although not all the transport emissions have been captured as flights were
not included.
Table 5: CO2 emissions from facilities
CO2 emissions Total
TotalQuantity(tonnes)
Tonnes CO2 /(Student +
Staff) UnitsTonnes CO2 /
m2
of UFA)
CO2 Facilities 366,722 2.88 0.39
less CO2 Offsets 15,359 0.12 0.02
Net CO2 351,363 2.76 0.37
Percentage of CO2 Offset 4.2%
CO2 emissions TAFEs
Total
Quantity(tonnes)
Tonnes CO2 /
(Student +Staff) Units
Tonnes CO2 /(m
2of UFA)
CO2 Facilities 21,579 1.69 0.27
less CO2 Offsets 1,750 0.14 0.02
Net CO2 19,829 1.55 0.25
Percentage of CO2 Offset 8.1%
CO2 emissions Universities
TotalQuantity(tonnes)
Tonnes CO2 /(Student +
Staff) UnitsTonnes CO2 /
(m2
of UFA)
CO2 Facilities 345,143 3.02 0.69
less CO2 Offsets 13,609 0.12 0.03
Net CO2 331,534 2.90 0.67Percentage of CO2 Offset 3.9%
Table 6: CO2 emissions from transport
CO2 emissions TotalTotal Quantity
(tonnes)
Tonnes CO2 /(Student + Staff)
Units
CO2 Transport 4107 0.04
less CO2 Offsets 2001 0.02
Net CO2 2106 0.02
Percentage of CO2 Offset 49%
CO2 emissions TAFEsTotal Quantity
(tonnes)
Tonnes CO2 /(Student + Staff)
Units
CO2 Transport 741 0.12
less CO2 Offsets 0 0
Net CO2 741 0.12
Percentage of CO2 Offset 0%
CO2 emissions UniversitiesTotal Quantity
(tonnes)
Tonnes CO2 /(Student + Staff)
Units
CO2 Transport 3366 0.03
less CO2 Offsets 2001 0.02
Net CO2 1365 0.01
Percentage of CO2 Offset 60%
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Tables 7 and 8 show CO2 emissions per institution for facilities and transport. CO2 emissions per Student and
Staff Units were clearly higher for facilities. The tables also display the minimal percentage of CO2 emissions
from facilities and transport which is offset.
It should be noted that five out of the eleven institutions did not provide transport data. This is a category which
requires further analysis and improved reporting in the future.
Table 7: CO2 emissions (facilities) per insti tute
Tonnes CO2 % CO2 offset
TAFE A Net CO2 / (Students + Staff) 1.23 11%
TAFE A Net CO2 / (Usable Floor Area m2) 0.20
TAFE B Net CO2 / (Students + Staff) 1.05 9%
TAFE B Net CO2 / (Usable Floor Area m2) 0.10
TAFE C Net CO2 / (Students + Staff) 0.83 3%
TAFE C Net CO2 / (Usable Floor Area m2) NP
TAFE D Net CO2 / (Students + Staff) 1.73 7%
TAFE D Net CO2 / (Usable Floor Area m2) 0.23
TAFE E Net CO2 / (Students + Staff) NP NP
TAFE E Net CO2 / (Usable Floor Area m2) NP
Uni A Net CO2 / (Students + Staff) 1.88 0%
Uni A Net CO2 / (Usable Floor Area m2) 0.17
Uni B Net CO2 / (Students + Staff) 2.91 1%
Uni B Net CO2 / (Usable Floor Area m2) 0.42
Uni C Net CO2 / (Students + Staff) NP NPUni C Net CO2 / (Usable Floor Area m
2) NP
Uni D Net CO2 / (Students + Staff) 1.90 NP
Uni D Net CO2 / (Usable Floor Area m2) 0.30
Uni E Net CO2 / (Students + Staff) 11.22 0%
Uni E Net CO2 / (Usable Floor Area m2) 1.66
Uni F Net CO2 / (Students + Staff) 3.06 9%
Uni F Net CO2 / (Usable Floor Area m2) 0.39
Table 8: CO2 emissions (transport) per instit ute
Institution Tonnes CO2 % CO2 offset
TAFE A Net CO2 / (Students + Staff) NP NPTAFE B Net CO2 / (Students + Staff) 0.13 0%
TAFE C Net CO2 / (Students + Staff) NP NP
TAFE D Net CO2 / (Students + Staff) 0.10 0%
TAFE E Net CO2 / (Students + Staff) NP NP
Uni A Net CO2 / (Students + Staff) NP NP
Uni B Net CO2 / (Students + Staff) 0.02 0%
Uni C Net CO2 / (Students + Staff) NP NP
Uni D Net CO2 / (Students + Staff) 0.03 0%
Uni E Net CO2 / (Students + Staff) 0.01 0%
Uni F Net CO2 / (Students + Staff) 0.0 100%
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CurriculumAlthough sustainability related subjects are prevalent at universities, there was little evidence of academic or
vocational programs being integrated with operational sustainable energy projects. For example, none of the
universities completed honours theses, PhD theses or published academic papers that were linked with
operational sustainable energy projects.
Energy Case Studies
Victoria University from T8 to T5 Fluorescent Lighting
Following an energy audit conducted at Victoria Universitys Nicholson Street Campus in Footscray, a number of
opportunities to significantly reduce energy consumption were identified. One of those related to the replacement
of the existing 36W T8 fluorescent tubes with the more efficient 28W T5 fluorescent lighting (see Figure 3).
Figure 3: 28W T5 fluorescent li ght
A comparison of the electricity bill over two corresponding periods twelve months apart showed a reduction in
cost of approximately 11% over the total bill. These figures are based on the replacement of 1,918 T8 tubes with
T5 tubes. It is expected that further savings will be generated when the entire campus has T5 lighting and
de-lamping is undertaken in some areas. Most importantly, this initiative has also resulted in significantreductions in greenhouse gas emissions (94 tonnes of CO2 equivalent (CO2e) per year).
This initiative required no replacement of light fittings, no re-wiring of existing fittings and was completed with
minimal operational delay and disruption. The initiative has a payback period of less than four years.
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Energy Reduction at Bendigo Regional Institute of TAFEThe development and design of a centralised room-booking system for all Bendigo Regional Institute of TAFE
(BRIT) campuses has provided additional opportunities for the implementation of energy saving initiatives.
The BRIT centralised room-booking system helps ensure the efficient utilisation of rooms by providing rooms
according to required capacity. Additionally, the system enables the centralisation of night classes to a single
area, resulting in energy savings and allaying possible safety concerns.
Additional energy efficiency initiatives undertaken at BRIT include:
Implementing On/Off scripting system IT & Communications Unit control
Automatic shut down of all classroom computers left on after 9.30pm Monday to Friday
Improved computer energy efficiency 98% of CRT computer screens have been replaced with LCDmonitors
Re-tube existing fluorescent light fittings with higher efficiency, greater light output tri-phosphor tubes and
removal of excess tubes to maintain the required light levels
Removing non-essential light switches and replacing with timer switches to many classrooms, ensuring
classroom lights are not on for long periods of time when vacant.
Figure 4: Bendigo Regional Institute of TAFE
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Waste and Recycling83% of universities have recycling stations in buildings and 67% have recycling stations on outdoor campus
areas. Recycling stations are situated in buildings and campus grounds at all of the TAFEs. Figure 5 displays the
range of additional recycling services at the participating institutions.
Figure 5: Availability of recycling services by t ype
Recyc ling Services Available
0 20 40 60 80 100
Toner Cartridge
Mobile Phone
Cork
Fluorescent lights
Construction & Demolition
Furniture
E-Waste
Polystyrene
Organics
Paper
Co-mingled
Cardboard
RecyclingService
Percentage of ParticipantsPercentage of TAFEs
Percentage of Universities
The majority of universities offer waste-related behaviour change training for staff (83%) to reduce campus waste
to landfill and to increase resource efficiency. Half also provide training for students. None of the TAFEs deliver
waste-related behaviour change training to staff or students.
Targets
50% of universities are Waste Wise certified by Sustainability Victoria, or aim to be by the end of 2007. None of
the TAFEs were certified in 2006 or had plans to gain certification in 2007. Targets are set as part of the Waste
Wise program. No waste minimisation targets were provided by participants.
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Waste and Recycling in the SectorFigures 6 and 7 show the percentage of total waste that was diverted from landfill for recycling.
Figure 6: TAFE waste and recycl ing Figure 7: Universi ty waste and recycl ing
TAFE Waste and Recycling (tonnes )
Waste to landfill 76%
Waste recycled 24%
University Was te and Recycling (tonnes)
Waste to landf ill 85%
Waste recycled 15%
Note: Due to the large amount of demolition waste recycled at one TAFE, the recycling figures were elevated in the TAFE sector.
Most participants have comprehensive recycling facilities on campus. 83% of universities have conducted waste
audits. 50% of universities have initiated deskside landfill bin removal programs to discourage staff from placing
recyclable materials in the landfill waste stream.
CurriculumNone of the universities reported operations-based waste and recycling projects linked with honours theses, PhD
theses or published papers. 15% of universities and 67% of TAFEs conduct training programs linked with
operations waste and recycling projects (for example waste audit training).
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Recycling Case StudyRecycling @ UB
The University of Ballarat (UB) took the first step towards becoming a Waste Wise university during 2006,
launching a new waste recycling system; Recycling @ UB.
UBs Western Campuses had been successfully recycling their paper and cardboard and set the standard for the
Ballarat Campuses to follow. A bin system has been installed to provide separate facilities for general waste,
commingled recyclable waste and paper and cardboard.
The key elements in this system are the monitoring and evaluation that has been conducted continually to
ensure that the system is being used correctly and to identify any modifications that the system might require.
Recycling Champions (see Figure 8) have also been established who have supported the program and assistedwith waste audits.
Figure8: Recycling champions installing new recycling signage
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WaterAll participants reported that they are conducting water saving initiatives on their campuses. These ranged from
installing low flow valves to conducting comprehensive water audits. Figure 9 displays the extent of alternative
water systems at the participating institutions.
Figure 9: Alternative water systems
Alternative Water Sys tems
0 20 40 60 80 100
Bore/river
Grey w ater recycling
Black water recycling
Rain collection
Runoff collection
Dams/lakes
WaterSystems
Percentage of ParticipantsPercentage of TAFEs
Percentage of Universities
TargetsOne out of six universities had a target of reducing water use whilst increasing grey water recycling and
rainwater and runoff collection. None of the TAFEs reported targets to reduce water use or increase water re-use
initiatives.
Water Use in the SectorTable 9 shows potable and bore water used as well as any water recycled or saved. Most campuses re-use
and/or capture water, however these figures are not currently measured by all the participating institutions. Table
10 shows water use per institution per staff and students.
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Table 9: Water use of the sector
Table 10: Water use of each ins titute
Water use (kilolitres) per participantPotable &
Bore Water
TAFE A Kl/ (Students + Staff) NP
TAFE B Kl/ (Students + Staff) 7.30
TAFE C Kl/ (Students + Staff) NP
TAFE D Kl/ (Students + Staff) 45.59
TAFE E Kl/ (Students + Staff) NP
Uni A Kl/ (Students + Staff) 4.43
Uni B Kl/ (Students + Staff) 5.42
Uni C Kl/ (Students + Staff) NP
Uni D Kl/ (Students + Staff) 7.53
Uni E Kl/ (Students + Staff) 1.61
Uni F Kl/ (Students + Staff) 9.48
CurriculumHonours theses linked to operational water projects were conducted at two of the six universities. Additionally,
one university had a PhD student conducting water related investigations. No water related conservation
programs were identified as being delivered by the TAFEs.
Water use - TotalTotal Quantity
(kilolitres)Total / (Student
+ Staff) Units
Potable/Bore 947,230 7.86
Recycled/Re-used 90 0.00
Water Total 947,320 7.86
Water use TAFEsTotal Quantity
(kilolitres)Total / (Student
+ Staff) Units
Potable/Bore 124,562 20.14
Recycled/Re-used 0 0
Water Total 124,562 20.14
Water use Universit iesTotal Quantity
(kilolitres)Total / (Student
+ Staff) Units
Potable/Bore 822,668 7.19
Recycled/Re-used 90 0.00
Water Total 822,758 7.19
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Water Case StudyWater Strategies at ACU
The Australian Catholic University's Melbourne Campus has put in place sustainable water strategies for 2007.
Key to the strategy is the trial of waterless urinals and storing rain water run-off from the main building (pictured
in Figure 10) will be investigated.
Figure 10: ACU main building
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Green ProcurementPaper was chosen as the procurement priority for this sector report as it is a product that is often targeted as a
way to reduce the environmental impact of procurement. It is purchased on a large scale, represents an
opportunity for major improvements, and reams are comparable across institutions.
Targets84% of participants had a commitment to increase the proportion of recycled content paper purchased. Two out
of six universities and one out of three TAFEs had a commitment to increase the proportion of paper sourced
from plantation forests. No TAFEs reported the purchasing of recycled content paper, and no universities
reported the purchasing of plantation paper.
Green Procurement in the SectorOnly one out of six universities, and none of the TAFEs, had a policy or process to ensure that double-sided
printing is a default setting with the aim of reducing the consumption and therefore the amount of paper
purchased.
Figures 11 and 12 show the paper content purchased by TAFEs and universities.
Figure 11: TAFE paper content Figure 12: Universit y paper content
TAFE Paper Cont ent (r eams )
Plantation (67%)
0-49% recycled (33%)
50-99% recycled (0%)
100% recycled (0%)
Univers ity Paper Content (reams )
Plantation (0%)
0-49% recycled (63%)
50-99% r ecycled (20%)
100% recycled (17%)
Table 11 shows paper consumption at each institute by the total of paper reams, and by reams per total student
and staff numbers, including how many reams of recycled content and plantation paper are purchased. Table 12
shows how many reams were used at each institution by number of staff and students.
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Table 11: Paper use by total participants and by sub-sector
Paper use - TotalTotal
Quantity
Total /(Student +
Staff) Units
Total reams 391,045 4.08
% A4 copy paper (0-49% recycled) 62%
% A4 copy paper (plantation) 3%
% A4 copy paper (100% recycled) 16%
% A4 copy paper (50-100% recycled) 19%
Paper use TAFEsTotal
Quantity
Total /(Student +
Staff) Units
Total reams 16,874 1.73
Reams of A4 copy paper (0-49% recycled) 5,590 0.57
Reams of A4 copy paper (plantation) 11,284 1.16
Reams of A4 copy paper (100% recycled) 0 0
Reams of A4 copy paper (50-100% recycled) 0 0
Paper use Universi tiesTotal
Quantity
Total /(Student +
Staff) Units
Total reams 374,171 4.35
Reams of A4 copy paper (0-49%) 234,506 2.72
Reams of A4 copy paper (plantation) 0 0Reams of A4 copy paper (100% recycled) 63,733 0.74
Reams of A4 copy paper (50-100% recycled) 75,932 0.88
Table 12: Paper use by institution
Total Plantation100%
Recycled50-100%
Recycled0-49%
Recycled
TAFE A Reams / (Students + Staff) 0.79 0.79 0.00 0.00 0.00
TAFE B Reams / (Students + Staff) 2.06 2.06 0.00 0.00 0.00
TAFE C Reams / (Students + Staff) NP NP NP NP NP
TAFE D Reams / (Students + Staff) 2.69 0.00 0.00 0.00 2.69
TAFE E Reams / (Students + Staff) NP NP NP NP NP
Uni A Reams / (Students + Staff) 3.92 0.00 0.01 0.07 3.84
Uni B Reams / (Students + Staff) 2.53 0.00 0.06 0.35 2.08
Uni C Reams / (Students + Staff) NP NP NP NP NP
Uni D Reams / (Students + Staff) 3.23 0.00 0.03 0.05 3.15
Uni E Reams / (Students + Staff) NP NP NP NP NP
Uni F Reams / (Students + Staff) 4.05 0.00 1.45 1.46 1.14
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Institutional Environmental CommitmentThis section provides an indication of the environmental commitment of the participants and how well related
programs are integrated into institutional practices. Environmental commitment can be demonstrated by staff
hours allocated to environmental performance, the existence of environmental policies, and commitments to
voluntary agreements.
Figure 13 shows some of the policy and regulatory commitments of the participating institutions.
Figure 13: Policy and regulatory commitment
Policy and Regulatory Commi tment
0 10 20 30 40 50 60 70 80 90 100
Environmental Committee
External Environmental Aw ards
Designated Environmental Officer
Energy, w aste, w ater audits (conducted in 2006)
Commitment to achieve ISO 14001
Commitment
Percentage of Participants
Percentage of TAFEs participating
Percentage of universities participating
Figure 14 shows the number of environmental officers in Full Time Equivalent (FTE) terms employed at the
participating institutions.
Figure 14: Environmental officers employed at participating institutions
Environm ental Officers (Full Time Equival ent Employees (FTE))
0
1
2
3
4
5
6
TAFE A TAFE B TAFE C -
NP
TAFE D TAFE E -
NP
Uni A Uni B Uni C Uni D Uni E Uni F
Participant
FTEStaffMembers
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Institutional Environmental Commitment Case StudyMonash University Talloires Declaration
Monash University has signed the Talloires Declaration an international, voluntary ten-point agreement that
focuses on universities' obligations to promote awareness and understanding of sustainability issues through
teaching, research and community engagement.
Figure 15: Monash University signs the Talloires Declaration
Vice-Chancellor Professor Richard Larkins signs the Talloires Declaration on
22 March 2007 accompanied by Rob Norris , Dean of the Facult y of Sci ence and Chair of the
University's Environment Policy Committee
Professor Larkins (pictured in Figure 15) said Monash's support of the declaration was an excellent way of
confirming the university's commitment to a better environmental future.
"We have an exemplary record in best-practice initiatives which are wide-ranging, including water and energy
conservation, with our commitment to cut our energy consumption by 20% by 2010.
"As a signatory, we are making public our efforts, while also confirming our commitment to keep setting an
example on environmental responsibility by establishing institutionally sustainable policies and practices of
resource conservation, recycling, waste reduction, and environmentally sound operations."
AcknowledgementsThe SCG Facilitators would like to thank the members, supporters, stakeholders and staff that have been
involved in the SCG Project. We would particularly like to thank the individuals who supplied the information for
this report.
SCG Sponsors SCG Facilitators