sector environment report 2006

7/27/2019 Sector Environment Report 2006

1/25

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

1


2/25

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/


3/25

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/


4/25

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/


5/25

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/


6/25

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/


7/25

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/.


8/25

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)

8


9/25

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


GJ / (m2

ofUFA)

Facilities* 81,821 6.40 1.02

Transport 9,071 0.71

Total 90,892 7.11


Energy Use Universi tiesTotal


GJ / (m2

ofUFA)

Facilities* 1,328,358 11.62 1.56

Transport 41,265 0.36

Total 1,369,623 11.98


NB GJ = Gigajoule, UFA = Usable Floor Area

9


10/25

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

10


11/25

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

11


12/25

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)


Units


less CO2 Offsets 0 0

Net CO2 741 0.12


CO2 emissions UniversitiesTotal Quantity

(tonnes)


Units


less CO2 Offsets 2001 0.02

Net CO2 1365 0.01


12


13/25

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%

13


14/25

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.

14


15/25

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

15


16/25

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.

16


17/25

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).

17


18/25

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

18


19/25

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.

19


20/25

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


+ Staff) Units


Recycled/Re-used 0 0


Water use Universit iesTotal Quantity


+ Staff) Units


Recycled/Re-used 90 0.00


20


21/25

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

21


22/25

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%)


100% recycled (0%)

Univers ity Paper Content (reams )

Plantation (0%)


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.

22


23/25

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


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


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

23


24/25

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

24


25/25

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

sector environment report 2006

Documents