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Sc tlandCOLLEGES AND UNIVERSITIES
SDG CASE STUDIES
EAUC-Scotland collected case studies from across Scottishuniversities and colleges that align with the 17 SustainableDevelopment Goals (SDGs). The case studies provide asnapshot of the some of the ways that Scotland's Further andHigher Education sector are contributing towards the GlobalGoals.
Our hope is that you will be inspired by these examples toidentify opportunities where you can help make strides toachieve the SDGs by embarking or partnering with universitiesand colleges on social, economic and environmentalinitiatives.
You can learn more about the SDGs and the SDG Accord at:
OVERVIEW
SCOTLAND FURTHER AND HIGHEREDUCATION SDG SNAPSHOT
www.sustainabilityexchange.ac.uk/the_sdg_accord
S
1
Tackling Period Poverty by Post | University of Dundee
CASE STUDIES BY SDGSDG1 - NO POVERTY
Addressing Food Poverty | West Lothian College
Farming for 1.5 Degrees | SRUC
SDG2 - ZERO HUNGER
Beauty with a Conscience | Glasgow Clyde College
Community Gardens and Orchards | Edinburgh College
Encouraging Plant Growing | Abertay University
Promoting Wellbeing Group and Action Plan | Ayrshire College
Rural Mental Health Conference | University of the Highlands and Islands
Sports and Fitness Students Working with Older Adults in Care Homes |
Perth College
SDG3 - GOOD HEALTH AND WELL-BEING
Construction Students Makeover Local Hall | West Highland College UHI
Cross-School Project | Glasgow School of Art
Forest College | Newbattle Abbey College
Forestry and Gamekeeping Collaborative Learning | Inverness College UHI &
North Highland College UHI
Personalised Video Feedback | Argyll College UHI
Surf 'n' Turf Educational Facilities | Orkney College UHI
VIP4SD | University of Strathclyde
SDG4 - QUALITY EDUCATION
Bleedin' Saor Collective | Edinburgh Napier University
White Ribbon Campaign | Glasgow Kelvin College
SDG5 - GENDER EQUALITY
PG 7
8
9
16
17
18
19
20
21
22
23
24
10
11
12
13
14
15
2
CASE STUDIES BY SDG
CodeCraft | North East Scotland College
Future Focus Course | Moray College UHI
Junior Dragon's Den | North Highland College UHI
Market Day Initiative | New College Lanarkshire
Project SEARCH | Shetland College UHI
Skills Academy | West College Scotland
Upskilling Your Workforce | The Open University in Scotland
Volunteer Mentoring Programme | North East Scotland College UHI
SDG8 - DECENT WORK AND ECONOMIC GROWTH
Start-Up Accelerator | Robert Gordon University
STEM Hubs | Borders College & Dumfries and Galloway College
SDG9 - INDUSTRY, INNOVATION ANDINFRASTRUCTURE
Glasgow Medical School Access Programme | University of Glasgow
Towards Better Refugee Integration | Queen Margaret University
SDG10 - REDUCED INQUALITIES
Green + Blue Space | University of Stirling
Travel Advice for Commuters | Glasgow Caledonian University
TRNSPRT at the College | Forth Valley College
SDG11 - SUSTAINABLE CITIES AND COMMUNITIES
South Lanarkshire Campus | South Lanarkshire College
Taigh Zero Project | Lews Castle College UHI
VES in Orkney | Heriot-Watt University
SDG7 - AFFORDABLE AND CLEAN ENERGY
Clean Water Malawi | University of Strathclyde
SDG6 - CLEAN WATER AND SANITATION PG
25
26
27
28
37
38
39
40
29
30
31
32
33
34
35
36
41
42
43
3
Planting Woodland Species on Campus | Fife College
CASE STUDIES BY SDG
SDG15 - LIFE ON LAND
Global Refugee Health Research Network | University of the West of Scotland
& University of Edinburgh
The Third Generation Project | University of St Andrews
SDG16 - PEACE, JUSTICE AND STRONG INSTITUTIONS
AURORA | University of Aberdeen
Climate Ready Clyde | University of Glasgow & University of Strathclyde
SDG17 - PARTNERSHIPS FOR THE GOALS
Zero by 2040 | University of Edinburgh
SDG13 - CLIMATE ACTION
iAtlantic | University of Ediburgh
SDG14 - LIFE BELOW WATER
Ethical Jewellery Making | City of Glasgow College
Glass Bottling Scheme | University of St Andrews
Removal of Single-use Plastic Items | Dundee and Angus College
Rooftop Food Growing | Royal Conservatoire of Scotland
Self-Sufficient Composting System | Dundee and Angus College
SDG12 - RESPONSIBLE CONSUMPTION ANDPRODUCTION
PG 44
45
46
47
48
52
53
54
55
49
50
51
4
CASE STUDIES BY INSTITUTION COLLEGE CASE STUDY SDG
Argyll College UHI
Ayrshire College
Borders College & Dumfries
and Galloway College
City of Glasgow College
Dundee and Angus College
Dundee and Angus College
Edinburgh College
Fife College
Forth Valley College
Glasgow Clyde College
Glasgow Kelvin College
Lews Castle College UHI
Moray College UHI
New College Lanarkshire
Newbattle Abbey College
North East Scotland College
North East Scotland College
North Highland College UHI
North Highland College UHI
College UHI
Orkney College UHI
Perth College UHI
Shetland College UHI
South Lanarkshire College
West College Scotland
West Highland College UHI
West Lothian College
Personalised Video Feedback
Promoting Wellbeing Group and Action Plan
STEM Hubs
Ethical Jewellery Making
Removal of Single-use Plastic Items
Self-sufficient Composting System
Community Gardens and Orchards
Planting Woodland Species on Campus
TRNSPRT at the College
Beauty with a Conscience
White Ribbon Campaign
Taigh Zero Project
Future Focus Course
Market Day Initiative
Forest College
CodeCraft
Volunteer Mentoring Programme
Junior Dragon's Den
Forestry and Gamekeeping Collaborative Learning
Surf 'n' Turf Educational Facilities
Sport and Fitness Students Working with Older
Adults in Care Homes
Project SEARCH
South Lanarkshire Campus
Skills Academy
Construction Students Makeover Local Hall
Addressing Food Poverty
4
3
9
12
12
12
3
15
11
3
5
7
8
8
4
8
8
8
4
4
3
8
7
8
4
2
PG
& Inverness College UHI
and Galloway College
20
13
38
44
46
48
11
51
43
10
24
27
30
32
18
29
36
31
19
21
15
33
26
34
16
8
Adults in Care Homes
5
CASE STUDIES BY INSTITUTION UNIVERSITY Abertay University
Edinburgh Napier University
Glasgow Caledonian University
Glasgow School of Art
Heriot Watt University
Queen Margaret University
Robert Gordon University
Royal Conservatoire of Scotland
SRUC
The Open University in Scotland
University of Aberdeen
University of Dundee
University of Edinburgh
University of Edinburgh
University of Glasgow
University of Glasgow &
University of Strathclyde
University of St. Andrews
University of St. Andrews
University of Stirling
University of Strathclyde
University of Strathclyde
University of the Highlands and
Islands
University of the West of Scotland
University of Edinburgh
Encouraging Plant Growing
Bleedin' Saor Collective
Travel Advice for Commuters
Cross-School Project
VES in Orkney
Towards Better Refugee Integration
Start-Up Accelerator
Rooftop Food Growing
Farming for 1.5 Degrees
Upskilling Your Workforce
AURORA
Tackling Period Poverty by Post
Zero by 2040
iAtlantic
Glasgow Medical School Access Programme
Climate Ready Clyde
Glass Bottling Scheme
The Third Generation Project
Green + Blue Space
VIP4SD
Clean Water Malawi
Rural Mental Health Conference
Global Refugee Health Research Network
3
5
11
4
7
10
9
12
2
8
17
1
13
14
10
17
12
16
11
4
6
3
16
CASE STUDY SDG PG
& University of Edinburgh
University of Strathclyde
Islands
12
23
42
17
28
40
37
47
9
35
54
7
49
50
39
55
45
53
41
22
25
14
52
6
Tackling period povertyby postUniversity of Dundee
The project
SDGs
Results
By seeking to address the issue of period poverty forstudents in Scotland and outside Scotland and increasingaccessibility of basic products the project contributes tothe achievement of SDG1
After implementing the Scottish GovernmentSanitary Support Scheme within the University'scampuses, the University of Dundee decided totake things further and plan to extend thescheme to its online learners
By expanding the Sanitary Support Scheme and making itas inclusive as possible, the University is helping reduceinequalities between students from different socio-economic backgrounds as well as promoting genderequality contributing to SDG5 and SDG10
The University is also looking into promotingreusable sanitary products over non-reusables,also taking into consideration the environmentalsustainability implications of sending non reusablesto far destinations
The expansion of the scheme will provide over3,000 online learners with the opportunity toaccess free-of-charge sanitary products
University of Dundee is the first in Scotland looking to expand thesanitary support scheme to students outside of Scotland
7
Addressing Food PovertyWest Lothian College
The project
SDGs
Outcomes and implications
By seeking to address the issue of food poverty, theproject contributes to the achievement of SDG2
West Lothian College is implementing a seriesof initiatives to improve access to healthy andnutritious food for students, addressing foodpoverty. Initiatives include the daily provision offree soup and a roll, the provision of Porridgeor 2 slices of toast for 30p and theestablishment of 'help yourselves' fruit baskets.
By providing students with free and affordable healthyfood, the college provides support for studentsexperiencing poverty and addresses poor nutritioncontributing to SDG1 and SDG3
Encourages students to help themselves to freefruit addressing malnutrition
The free soup and roll initiative, introduced by the Principal,is very successful with around 100-140 students per dayusing the service in January-February 2019
The initiative has a positive social outcome for students, asfood poverty among students is an issue and many studentsat the college have asked for support
8
Farming for 1.5 DegreesSRUC
The project
SDGs
Outcomes and implications
By focusing on sustainable food production in a changing climate,ensuring Scotland takes into account rural community resilienceand social justice, the project is working towards SDG2
The ‘Farming for 1.5 degrees’ group bringstogether stakeholders from the food productionsector in Scotland including farmers,environmentalists and scientists to map theopportunities to reduce emissions from ScottishAgriculture and related land use. The group is partof a new Independent Climate Change Inquiry andsupported by NFU Scotland and Nourish Scotland.
The panel will hear from a wide range of witnessesand bring together evidence and views from manydifferent sources
Propose agreed targets for reducing net agriculturalgreenhouse gas emissions across Scotland and identify thespecific measures needed to achieve these targets
Aim is to produce a consensus report on the way forward forfarming and land use in Scotland to reach net zero greenhousegas emissions by 2045
The project also supports SDG13 as it focuses on settingtargets for a low carbon landscape and reducing thegreenhouse gas emission associated with farming
9
Beauty with a Conscience Glasgow Clyde College
The project
SDGs
Results
The project delivers SDG3 by working collaborativelywith the Prince and Princess of Wales Hospice and theircommercial team to set up the salon and raise funds toincrease accessibility and quality of healthcare
The College worked in partnership with thePrince and Princess of Wales Hospice toconvert one of the Hospice's charity shops intoa charity beauty salon. The salon opened itsdoors in December 2018 − the first of its kind inScotland.
By using the salon as a chance for students to gain fairindustry experience, the project also contributestowards SDG8
100% of the profits go to fund the hospice
42 students completed their placement atthe salon by March 2019
The salon is so successful and busy that anHND student was appointed for a payed roleover summer to cope with demand (predictedgrowth of 2.5%)
10
Community Gardens & OrchardsEdinburgh College
The project
SDGs
Outcomes and implications
The project addresses SDG3 encourages staff, students and communitymembers to be outdoors and reconnect with nature, improving theirhealth and wellbeing, and support mental or physical health issues
With the first communal garden established bystudents in 2012, the college now has 2 thrivingmulti-purpose community gardens used bystudents, staff and members of the localcommunity. The gardens are managedsustainably, avoid pesticides and encouragenatural methods such as companion planting.
By adopting sustainable growing practices, increasingbiodiversity on campus, and setting ambitious targets,the project supports the delivery of SDG15
Provides an opportunity to keep the discussionfocused on sustainability as well as sparking aninterest for increased biodiversity on-site, whichresulted in the setting of a target for 75% ofcampus being wildflower meadow by 2023
The Gardens have over 350 participants
Sustainable management of the gardens andorchards attracted a new range of insects andwildflowers, increasing on-site biodiversity
11
Encouraging Plant Growingthrough GiveawaysAbertay University
The project
SDGs
Outcomes and implications
By encouraging students to grow plants indoors to improveair quality in student flats and improve the quality of theliving space, the project contributes towards SDG3
Aberaty University's Student Association gave awayfree food growing boxes and small houseplants atthe beginning of the academic year. The foodgrowing boxes were pre-filled with compost andstudents got to choose the seeds they wanted togrow. The plants were propagated by EcoAbertayGardener.
The boxes are all returnable and are designed to bereused the following year if returned.
32 food growing boxes and 40 houseplants weregiven to students within this project
By increasing the number of plants around campus, aswell as improving awareness with respect to foodconsumption, the project also contributes to SDG11
The small houseplants chosen for the giveaway, werespecifically chosen to increase air quality in student flats
12
Promoting Wellbeing Groupand Action PlanAyrshire College
The project
SDGs
ResultsThe plan is one of a kind in Scotland's further education sector as itseeks to identify the wellbeing links between staff and students andincludes addressing staff mental health
Ayrshire College established the 'PromotingWellbeing Group' in 2017. The group's aim is toprepare, implement and review a PromotingWellbeing Action Plan to address issues aroundwellbeing in the college.
By responding to health and wellbeing concerns within the Collegeand in the Ayrshire area, the Promoting Wellbeing Action Plan helpsachieve SDG3
The number of students talking about their mental health increased andthe College is working to embed a 'wellbeing culture' where health andwellbeing is becoming an integral part of what the college does
The College is the first in Scotland to have appointed aMental Health Liaison Officer, who is part of thepromoting wellbeing group
The plan seeks to integrate health and wellbeing withinevery aspect of the college, creating a culture ofwellbeing and involving staff as much as possible tomake sure the initiative is sustainable in the long term,thereby supporting SDG11
13
Rural Mental Health ConferenceUniversity of the Highlands and Islands
The project
SDGs
Outcomes and implications
The project supports SDG3 as it promotes mental healthand wellbeing and focuses on increasing the equality ofaccess to services for rural communities
The inaugural biennial conference is acollaboration between the Scottish Rural HealthPartnership, University of the Highlands andIslands, and Texas A&M University-Kingsville tosupport mental health, wellbeing, and serviceprovision within rural communities.
By increasing the awareness of rural mental health issuesand aiming to improve inclusive service provision, theproject is working toward SDG10
Launched the Global Collaborative for Rural Mental Health (GRMC)at this conference, for sharing knowledge and insights, as well asinternational advocacy and awareness on rural mental health
The theme of the conference focused ontackling isolation and fostering connection
There was a mixture of speakers from academia,health services and third sector organisations
it is also an example of SDG17 as the project is a partnershipthat spans national boundaries to tackle rural mental health
14
Sport and Fitness Students workingwith Older Adults in Care HomesPerth College UHI
The project
SDGs
Results
The project is an outstanding case of addressing SDG3as it increases good health and wellbeing as itimproves the lives of many local residents
Perth College UHI Sport and Fitness staff andstudents have provided physical activityprogrammes to care homes in Perth for the past6 years. As part of the HNC/D Fitness, Health &Exercise courses students work with care homeresidents, and teach strength and balance exercises.
By providing students an opportunity to learn and gainskills in a real-world context, using a model that can bereplicated at other schools around Scotland, the projectsupports SDG4
Students gained valuable experience in workingwith people with mobility issues
Improved physical activity levels and quality of lifeof care home residents
Improved partnership links between local authorities,Perth College and the five care homes
15
Construction StudentsMakeover Local HallWest Highland College
The project
SDGs
Outcomes and implications
By allowing students to work on community buildings thisproject is a great example of SDG 4.
West Highland College UHI sent their students outinto the community to develop their skills whilstbenefitting their local area. Construction Skillsstudents did a makeover of a localcommunity centre, which involved timber treatmentand painting.
The local community gains an improved communitycentre for whilst upskilling their students.
Students get a chance to hone their skills on a realproject
By improving local buildings this project is also a goodexample of SDG11
Students get to tackle difficult problems and takeleadership on a project of their own
16
Cross-School ProjectGlasgow School of Art
The project
SDGs
Outcomes and implications
The Cross-School Course is a two-week coursedelivered to all first year students at GSA, duringwhich the students have a chance to explore thecity, its history, and the challenges it faces,particularly in relation to the SDGs. The courseinvolves an examination of Glasgow’s past andpossible green futures, producing a reflectivejournal and exhibition.
The project uses education as a way to connect students tothe community they live in, develop a consciousness aboutall its aspects, and think about the role of their discipline inrelation to the SDGs, thereby contributing to SDG4
350 first year students participated in the cross-school course inyear 2018/2019
The interdisciplinary and collaborative nature of the course arehighlighted by the diverse projects presented at the final exhibition,also reflecting the interdisciplinarity of the SDGs
The course links each student’sinterests with environmental andsocial justice issues, linking them tolocal history and culture
By making students conscious about all the differentaspects of the city they live in, and encouraging them tothink about how to address issues, the projectsupports SDG11 17
Forest CollegeNewbattle Abbey College
The project
SDGs
Results
By supporting all learners in early years, schools,colleges and communities and contributing to learningfor sustainability, the project supports SDG4
The Forest College is for learners and leaders ofall ages who want to develop their knowledge,skills and leadership in the forest andoutdoors. It aims to deliver many benefits forlocal communities, including disadvantaged andhard to reach groups, by helping to unlockeconomic potential and improving healthand wellbeing through connection to nature.
Students gain practical knowledge of being,working and leading in the forest and outdoors
It delivers the Forest and Outdoor Learning Awards (FOLAs)Leadership course at SCQF levels 2 thru 8 at the College and atCentres across Scotland
Develops creative learning, teaching and leadership withclear progression pathways into employment or education
By teaching skills for sustainable forest management,the Forest College also is working toward SDG15
18
Forestry and GamekeepingCollaborative LearningInverness College UHI & North Highland College UHI
The project
SDGs
Results
By having student-led learning that buildscollaborative skills ensuring learners have the skillsneeded for future employment, the projectsupports SDG4
North Highland College UHI Gamekeepingstudents and Inverness College UHI Forestryand Arboriculture students visited theStrathvaich Estate to better understand the twoland uses and how they interact. The learningaims to break down some of the barriers andbuild connections between land managers ofthe future.
Explored how forestry and sporting managementcould work together
Students explained the principles of the twodifferent land uses to each other
Students came together again at the Integrated Land UseConference where they had the opportunity to work togetherto consider future management of Scotland's uplands
By teaching skills for sustainable land management,the project also is working toward SDG15
19
Personalised Video FeedbackArgyll College UHI
The project
SDGs
Outcomes and implications
By improving student experience and finding solutions to studentsconcerns, the initiative suppports SDG4
Following responses from students who saidthey wanted more from their feedback, thecollege decided to explore the use of screen-capture videos to provide feedback. Thisallowed for the feedback to be morepersonalised while still providing it remotely tothe students.
By addressing the challenge of student isolation in a'blended learning' context thus contributing to improveinclusion of students in remote areas, the initiativecontributes towards SDG10
Given the nature of the college, whichcomprises 10 learning centres dispersed acrossthe Argyll Region, this project contributes toincreasing inclusion and access in education
Students found that they get more qualityinformation and are therefore more likely tofurther engage with their tutor
Thanks to the positive outcome, the initiative will now be rolled outacross all departments and potentially across other UHI institutions
20
Surf 'n' Turf Educational FacilitiesOrkney College UHI
The project
SDGs
Results
The project is an great example of SDG4 that uses stateof the art technology as part of an ongoing project thatwas designed for experiential teaching and learning
Surf 'n' Turn is an innovative project in Orkneythat uses surplus renewable energy to makehydrogen which is stored in fuel cells. Studentsat Orkney College UHI are learning this state ofthe art technology that allows renewableenergy to be stored.
Accredited courses are taught usingthe hydrogen equipment due to theinnovative technology design
Interest in engineering courses hasincreased hugely in 2019 and thecollege has increased course offerings
Students gain valuable engineering skills that enables them towork in a fast devloping renewable sector in Orkney
By providing students with relevant skills for the localengineering sector and increasing the likelihood of on-Island employment, the project support SDG8
It is also an example of SDG7 as the project provides aninnovative solution to improving renewable energystorage
21
Vertically Integrated Projects forSustainable Development (VIP4SD)University of Strathclyde
The project
SDGs
Outcomes and implications
Vertically Integrated Projects is a research-based teaching model that allows studentsacross all undergraduate courses and years tobe involved in research projects. While themodel was first developed at Georgia Tech,VIP4SD is quite unique in that, since 2017, italigns its vertically integrated projects with theSustainable Development Goals.
By aligning an already innovative research-basededucation model with the SDGs , equipping learners withthe skills and knowledge needed to promote sustainabledevelopment, the project supports SDG4
The students are gaining valuable researchskills and other competencies that enhance theiremoloyability as early as their first academic year
VIP4SD focuses on real world problems that define thechallenges around sustainable development, givinglearners a common sense of purpose
The University is keen to increase the linkage between VIP4SDprojects within Strathclyde, and with other HEIs, as well asbuilding interdisciplinary research teams that positivelycontribute to all the SDGs
By establishing diverse partnerships within theindividual research projects, VIP4SD also reflects SDG1722
Bleedin' Saor CollectiveEdinburgh Napier University
The project
SDGs
Results
First university to host a 'Bloody Big Brunch' during which thecollective collected 400 donations of sanitary products
A collective of students and staff at EdinburghNapier which works to reduce period poverty andaddress period stigma. While staff memberscame up with the project idea, the collective isstudent-led, with the university's staff providingmainly technical support.
By working to reduce stigma around periods, getting people to speakopenly, and engaging male students and staff in the discussion andinitiatives, the projects contributes to the achievement of SDG5
The project is helping making Edinburgh Napier University a spacefree of period stigma and people can openly talk about periods
Design students work with HeyGirls to designdispensers that encourage organisations toprovide a range of free sanitary products
Film students are producing a documentary exploring the issues ofperiod poverty and period stigma in the UK and Uganda
By working on solutions to provide free sanitary productsas part of the Sanitary Support Scheme the collectivesupports SDG1
23
White Ribbon CampaignGlasgow Kelvin College
The project
SDGs
Results
The project contributes towards SDG5 as it tackles the issue ofviolence against women, including men in the effort
Glasgow Kelvin College has become an activesupporting member of the national 'WhiteRibbon Campaign', a campaign aimed atincluding men in tackling gender-basedviolence. The campaign was initiated inresponse to a high rate of gender-basedviolence within the local area. The Collegejoined the campaigned in 2015.
By joining a national campaign and taking on thechallenge to deliver the campaign within the local area,this is also an example of SDG17
Several students and members of staff were trained asspeakers to deliver awareness-raising sessions withinthe college and the local community
In recognisition of their role in promoting the campaign, thecollege was awarded White Ribbon Status, becoming thefirst FHE institution in Scotland to receive it
Wth the majority of the students being from the local area, thecampaign will likely have a major impact on the local communityas well as getting students to speak about their experiences
24
Clean Water Malawi University of Strathclyde
The project
SDGs
Results
By striving to achieve the provision of safe drinkingwater for all the programme supports the deliveryof SDG6
Supports the Government of Malawi in theprovision of safe drinking water for all itscitizens. Part of the Climate Justice WaterFutures Programme, the project includesboth researching the state of Malawi'swater supply and the installation ofinfrastructures.
Addressing Malawi's population's health andwellbeing, and by the installation of functioningwaterpumps and boreholes, the programme alsosupports the delivery of SDG3 and SDG9
100% of the infrastructures installed are fully-functional
The team worked with 400 staff across the country,delivered training to local officers and water sectorprofessionals, and installed boreholes and waterpumps
Mapped around 63,000 water points and135,000 sanitation points across the countrysince starting the project
25
South Lanarkshire Campus South Lanarkshire College
The project
SDGs
Results
Very low running and maintenance costs
The project is an outstanding case of addressingSDG7 as it provides excellent energy efficiency, withenergy systems that are clean and affordable
The campus includes several featuresthat make it low-carbon and low-energyincluding: a ground source heat pump,solar PVs, solar chimneys, recycled paperinsulations, re-used bicycle racks
Thanks to its impact on biodiversity, its integrationinto education, its contribution to the reduction ofemissions and of its environmental impact, theproject also delivers SDG4, SDG11 and SDG15
The building was used as inspiration for other buildingsin the area
One of the buildings is the first in the UK to achieve'Outstanding' BREEAM certificate
Campus is used as living lab for students
Increased biodiversity
26
Taigh ZeroLews Castle College UHI
The project
SDGs
Outcomes and implications
Aiming to improve energy efficiency of abandoned homes,by building zero-energy units, the project supports SDG7
The college is participating in the researchstage of 'Taigh Zero', an initiative that involvesrenovating empty houses in the ScottishIslands, and substituting the traditional add-onunit with a zero-energy standard extension.These are usually old croft houses with verypoor energy efficiency and as such difficult toheat effectively.
As the project seeks to address the issues of fuel poverty,poor housing and abandoned homes which affect theresilience of Scottish Islands' communities, it alsosupports SDG1 and SDG11
High potential of success as the concept is relatively inexpensivecompared to previous attempts to address the issue of emptyhouses and fuel poverty in the Highland and Islands
The project would help address fuel poverty,which is a major issue in the Scottish Islands
As the extension unit will be in kit form, the unitswill be constructed by individual builders acrossthe Islands, benefitting local workforce
By working in partnership with local enterprises theproject is also an example of SDG17
27
Virtual Energy System (VES)Project in OrkneyHeriot-Watt University
The project
SDGs
Outcomes and implications
The project supports SDG7 as it aims at maximising energy usefrom clean energy sources. and developing a system that wouldhelp achieving energy security, making clean energy affordable
Heriot-Watt university is the only academicpartner in a project led by the European MarineEnergy Centre (EMEC) aimed at creating a 'smartenergy island' by digitally linking distributed andintermittent renewable generation to flexibledemand, helping to reduce reliance on fossil fuels.
As the project will drive innovation in Orkney's renewableenergy industry and contribute to develop a local andsustainable energy system, it also supports SDG9 and SDG11
The project will provide exceptional energyefficiency and make clean energy more affordable,reducing costs associated with energy imports
The project will have positive socio-economicimpacts on Orkney as it will help maximise itsrenewable energy production
The project will provide demonstration of energy balancingtechnologies aiming to deploy a range of clean energy solutionssuch as up to 500 domestic batteries and 600 electrical vehicles
it is also an example of SDG17 as the project involves a range ofpartners, including Orkney Islands' Council
28
CodeCraftNorth East Scotland College
The project
SDGs
Outcomes and implications
CodeCraft is a coding club where pupils learncoding skills through creating their world andcharacters on the game 'MineCraft'. Started as asummer club, CodeCraft has become a weeklyclub, with two sessions running every Saturdaydue to very high demand and oversubscriptionto the summer clubs.
By using games to attract pupils' interest in computing, and to allowthem to develop coding skills, Codecraft contribute towards SDG8
Up to 40 kids participate in the initiative every week
Kids participating in the club get hands-on experience ofcoding, thereby developing valuable IT and computingskills and an interest in STEM subjects
Thanks to its success, the college is now looking at running theclub again over the course of academic year 2019/2020 andhopes to create two different levels (one for newer coders andone to further build their skills)
29
'Future Focus' CourseMoray College UHI
The project
SDGs
Outcomes and implications
The project supports SDG8 as it allows students toenhance their employability skills and build experienceand evidence of the application of such skills
'Future focus' is a course aimed at 19-24 year oldstudents from previous non-engagementbackgrounds. The course aims at developing andenhancing a range vocational, academic and softskills. The focus of the project managementmodule within the course is to take responsibilityfor a project that benefits the local community.
The selected project was the refurbishment of the Pavillion andBoat Hut in Elgin's Cooper Park, which were in disrepair –students spent 12 weeks refurbishing these, giving them a newlease of life
14 students participated on the module
By supporting learners from previous non-engagementbackgrounds and reducing inequalities in relation toaccess to education, the project supports SDG4 and SDG10
Every student took on a specific role, from research andplanning, to correspondence and PR, to management,enhancing their teamwork and communication skills,management skills and other soft skills
The project also supports SDG11 as the refurbishmentsbenefits the local community
30
Junior Dragon's DenChallengeNorth Highland College UHI
The project
SDGs
Outcomes and implications
The project supports SDG8 as it allows both studentsand pupils to develop and apply their essential skills
North Highland College Business Students, led bya member of staff and in partnership with DYWHighland, the local Chamber of Commerce andlocal primary staff, facilitated and delivered aDragon's Den Challenge for Primary 7 pupils, withsustainable transport as the challenge's theme.
The project strategically provided both pupilsand college students with the opportunity todevelop and apply essential skills
24 teams of pupils from across the Caithnessarea participated in the challenge
By making pupils aware of the sustainability issues aroundtransport and inviting them to use their essential skills toaddress such issues, the project contributes towards SDG4
As the challenge was to design a form of sustainable and trendytransport, the project raised awareness and encouraged pupils tothink creatively about solutions to future transport challenges
The project is also an example of SDG17 as it involvesdiverse stakeholders across the region working inpartnership to develop the region's young workforce
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Market Day InitiativeNew College Lanarkshire
The project
SDGs
Outcomes and implications
This initiative is an example of achieving SDG8 as it promotesentrepreneurship, encourages the start-up and growth of newmicro- and small-sized enterprises, and provides access to funding.
The Market Day initiative is an entrepreneurialproject that allows students withentrepreneurial inclinations to use on-campusstalls to sell their products or services. Studentspresent their business ideas to a panel ofexperts at the College’s annual 'What’s the bigidea?!' competition to win mentoring and a spoton a dedicated on-campus market stall.
Students taking part in the competition will have the chanceto access funding to help get resources for their businessidea, and now due to a new partnership with the localcouncil and a local business, a year’s rent on a start-up unit
Offers access to a range of marketing, employabilityand entrepreneurial support from the council’sbusiness teams
Students utilise their skills learned in the classroomand put them into practice in a real life situation
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Project SEARCH is a one-year programme,supporting young people with additional needsto gain skills and experience aimed at helpingthem move into sustainable employment. Theproject is delivered in partnership with ShetlandCollege UHI, Shetland Islands Council and NHS.
Project SEARCHShetland College UHI
The project
SDGs
Outcomes and implications
By supporting young people with additional needs gainemployment skills, the project achieves SDG8
Enables 6 to 8 young people with learning disabilities orautism each year to receive support to undertake workplacements across a range of work placement experienceswithin the local council
Helps students to learn real job skills that willprepare them for work combined withclassroom learning and support
Provides access to a college lecturer, a jobcoach, as well as council staff and supervisors
The project also supports SDG10 as it empowers andpromotes social and economic inclusion of people withdisabilities and cognitive diversity
33
Skills AcademyWest College Scotland
The project
SDGs
Outcomes and implications
The project supports SDG8 by responding to industry needsin the local area and equipping students with the skillsneeded by the industry
West College Scotland partnered with AC Whyteto create a Skills Academy that upskills studentsto apply thermal insulation. This was a response toa company-identified skills shortage, developinga previously under-performing course into arecognised industry qualification with aguarantee of employment upon completion.
The project integrates sustainability into thecurriculum and helps address the wider issue offuel poverty across Scotland
The course will be provided to 60 students over the 5-year project(12 students per year)
By working collaboratively with a local company tounderstand and address the needs of the industry the projectis an example of SDG17
The project will support economic activity and growth in the areaas it is a direct result of consultation with the industry to identifyskill shortages
As the project equips students with skills to upgradeinfrastructure by improving energy efficiency and reducingfuel poverty, and by integrating sustainability into thecurriculum, the project supports SDG4 and SDG9
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Upskilling Your WorkforceThe Open University in Scotland
The project
SDGs
Results
The project supports SDG8 by responding to industryneeds in local areas and equipping students with theskills needed by the industry
The Open University, the leading university forflexible in-work learning, is travelling acrossScotland as part of their roadshow seriesUpskilling your Workforce: Preparing for theFuture in partnership with the Scottish Council forDevelopment and Industry (SCDI). These are freeinformative skills sessions with advice foremployers on how to achieve a thrivingworkforce fit for the future.
Re-skilling and upskilling one's workforce willincrease retention, boost their quality of life andprepare them for the future
Aims for employers to recognise that their people'sskills are the foundation for inclusive growth, equalityand sustainability
By working collaboratively with a local organisation tounderstand and address the needs regional industriesthe project is an example of SDG17
The project supports economic activity and growthacross the region as it is working with SCDI to empoweremployes to plan for the future
35
Voluntary MentoringProgrammeNorth East Scotland College
The project
SDGs
Outcomes and implications
The project supports SDG8 as it aims to make students aware of andconfident in their essential skills, enabling them to demonstrate themat job, education or training applications, through a portfolio
North East Scotland College has developed amentoring programme through which staff helpstudents be confident in their essential skillsand identify the essential skills they wish toacquire or develop. Staff mentors take part on theprogramme on a voluntary basis.
A relevant output of the programme is a portfoliothat provides evidence of the application of essentialskills including IT, communication, literacy andnumeracy, among others
Participants have received a certificate rated at SCQF Level 5 andhave the chance to gain an award through a second appraisal
As the programme involves students from across everydiscipline and recognises the importance of both essentialskills and specialised knowledge & skills, the programmecontributes towards SDG4
The college is in the process of developing a similar unit for a higherSCQF level aimed at supporting transition to university
36
Startup AcceleratorRobert Gordon University
The project
SDGs
Outcomes and implications
The Startup Accelerator supports SDG9 as it provides a hub forsupporting innovation in a range of industries, increases access tofinancial services for smaller enterprises, and supports thesustainable and inclusive use of existing infrastructure
The Startup Accelerator helps students, staffand alumni to develop their ideas and launchtheir businesses by providing each team with£10,000 and 6 months of training and coursesthat help develop valuable skills for the successof the start-up. The aim is to support innovationin the region to stimulate economic growth.
By supporting entrepreneurship, through financial andtechnical support, the Startup Accelerator also contributestowards SDG8
First start-up funding programme in the northeast of Scotland
25 out of the 28 startups that participated in the firstround of funding were successful, resulting in thelaunch of 25 new businesses, with 2 of themsecuring additional external funding
Given the recent success of the project, RGU is alsoworking with Aberdeenshire Council to turn disusedspaces in libraries into co-working spaces, accessibleto members of the local community
37
STEM HubsDumfries & Galloway College andBorders College
The project
SDGs
Outcomes and implications
By providing a space where technology is used to improvelearning experience, increase digitalisation of learning andto demonstrate latest technologies and infrastructures,the STEM Hubs contribute towards SDG9
With £6.6 million funding from SoSEP, Dumfries &Galloway College and Borders College aredeveloping a network of STEM Hubs acrossdifferent locations including Hawick, Dumfries,Stranraer and Galashiels that will focus ondigitalisation of learning in care, engineering &renewables, and sustainability & construction.
The STEM Hubs also support SDG4, SDG8 and SDG10 byproviding an enhanced learning experience, increasingaccessibility to education, and addressing skill gaps inthe area
The hubs will also be available in the future forlocal businesses and communities, providingaccess to technology and CPD opportunities
The subjects chosen for the hubs reflect the skillsgap in the area therefore contributing to socio-economic sustainability
The hubs will use advanced videoconferencing technology toallow for an engaging and interactive digital learning experience,increasing accessibility to education in the area and retention
38
Glasgow Medical SchoolAccess Programme (GAP)University of Glasgow
The project
SDGs
Outcomes and implications
GAP contributes to widening access to education byinvolving non-conventional students that would not be ableto access a medical or life-sciences degree without theprogramme being in place, supporting SDG4 and SDG10
Glasgow Medical School Access Programme(GAP) is a pre-medical programme lasting oneyear, that allows learners from non-conventionalbackgrounds to acquire the fundamentalknowledge and skills in science, needed tosuccessfully progress into a medicine or life-sciences degree.
100% of the students who took part in the programme during thefirst two intakes (2017/18 and 2018/19) have succeeded in gettinggrades to be able to transition into MB1 (Year 1 of Medicine Degree)
Participants include individuals from the lowestquintile of socio-economic deprivation, careexperienced students, students from remote-ruralareas, and asylum seekers thus the programme iscontributing to widening accesss to education
The programme had 46 participants for the first two years (23 peryear) and 25 will be taking part in the third year (2019/-20)
39
Towards Better Refugee IntegrationQueen Margaret University
The project
SDGs
Outcomes and implications
By trying to improve integration strategies, thereby seekingto facilitate responsible mobility of people, this researchcontributes towards SDG10
A QMU researcher in refugee integration workedwith other researchers at institutions across the UKand the UK Government to develop an Indicatorsof Integration Framework that aims to understandhow well-settled a refugee is and identify whatchanges need to be made to improve integration.
As a result of the Framework development, they are also workingwith the Scottish Government to develop the New Scots RefugeeIntegration Strategy
The report is designed to help organisations supportrefugee integration and allow for a more joined-upapproach to refugee integration
By working with both the UK Government and the ScottishGovernment as well as with other relevant organisationsacross the UK to improve refugee integration in the country,the project is an example of SDG17
The framework will help measure integration,therefore helping to monitor and evaluate progress
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Green and Blue SpaceUniversity of Stirling
The project
SDGs
Results
The project is an great example of SDG11 as it creates amore sustainable student community and it allowsstudents of all degrees and backgrounds to be involved
The University's Student Union formed its ownenvironmental hub, the Green and BlueSpace, to provide sustainability advice andservices, as well as offer volunteeringopportunities to all students. This helps allstudents learn about sustainability andprovides valuable life skills for them.
They developed a low waste, organicFood Hive food cooperative that givescommunity access to affordable produce.
Awarded Highest Scoring DevolvedNation Union as part of the NUS GreenImpact programme
Students donate goods which are then resold to other students.This is a social enterprise model and all income generated goesback into sustainability projects. They reuse or recycleapproximately 6 tonnes of donations each year now
The project also relates to SDG12 as it allows Stirling toform a zero waste cycle of materials through a freecyclescheme
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Travel Advice for CommutersGlasgow Caledonian University
The project
SDGs
Results
A team of travel advisers deliver advice tocommuters on how to make their commutemore sustainable. The advisers are trainedduring the summer, and deliver most of theirtravel advice sessions at the start ofthe academic year.
By promoting sustainable travel, the initiative helps to reduceemissions caused by students and staff commuting to the University,thereby reducing per capita environmental impact of the institution.This contributes to make both GCU community and the city ofGlasgow more sustainable, supporting SDG11
Travel advisors speak to about 1500 students and staff memberseach year, with 80% of students saying they found it 'useful' or 'veryuseful' to speak to a travel advisor
The initiative is estimated to have lead to areduction of around 2000 tonnes CO2e − savingan average of £245 per person, reducing thefinancial burden of commuting
The initiative appeals to all commuters byaddressing limitations of interventions focusingexclusively on people that cycle
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TRNSPRT at the CollegeForth Valley College
The project
SDGs
Results
Organisations who took part included: Liftshare, Stirling &Falkirk Active Travel Hubs, Cycling UK, Edinburgh ElectricCycle Company, Stirling Cycles and Recyke-a-bike
The project supports SDG11 as raises awareness aboutenvironmental impacts related to travel as well aspromotes and provides sustainable transport options
The 'TRNSPRT at the College’ event for staffand students aimed to encourage people tothink seriously about how they travel to andfrom the college and how they can reduce theimpact on the environment while also keepingfit. It was held at each of Forth Valley College’sthree campuses in collaboration with local,regional and national organisations.
By also promoting health benefits of active travel, theproject also supports SDG3
Raise awareness across the institution of activeand sustainable travel options and opportunities
Activities included an official FVC Liftshare stall along with asmoothie bike, FVC electric car demos, led rides and Dr Bike,advice on the cycle to work scheme and information onsustainable travel
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Ethical Jewellery MakingCity of Glasgow College
The project
SDGs
Results
The project supports SDG12 by ensuring the materials used areethically sourced and through the sustainable use of the materials
City of Glasgow College’s Jewellery DesignProgramme (part of the Faculty of CreativeIndustries' Craft & Design Department) signed theIncorporation of Goldsmiths’ Ethical MakingPledge in 2018. This meant adopting sustainablepractices, including the ethical and sustainablesourcing of metals and stones.
Ethical procurement of precious metals supports socio-economic empowerment of people dependent onthe mining industry in developing countries thereby alsosupporting SDG10
This academic year (2019/20) will seeJewellery Making’s Eco-AwarenessWeek become an annual event, with anincrease in activities and the themebroadened to include Applied Arts
60 students across different courses have taken part in the ethicaljewellery making workshops
Jewellery Design also signed up to the Green Craft Initiative,embedding sustainability and resource efficiency in workshops aswell as in the supply chain
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Glass Bottling Scheme University of St. Andrews
The project
SDGs
Results
The project is a great example of working to achieve SDG12 asit substantially reduces the amount of plastic used, reducesthe related emissions and financial costs, and makes waterconsumption around campus more responsible
The University has partnered with BRITAto introduce a glass bottling scheme oncampus. The filtered water dispenser willprovide both still and sparkling water atcatering outlets across the campus.
Helps to reduce emissions from thestorage and transport of water bottles
It is estimated that the scheme will help savingaround 40,000 plastic water bottles per year
The scheme will also lead to financialsavings for the institution and for thestudents
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Complete Removal of Single-usePlastic ItemsDundee and Angus College
The project
SDGs
Outcomes and implications
Following a plastic awareness campaign and astudent survey on the possibility of removingsingle use plastic items from the college'sfacilities, the college officially stopped sellingand supplying all disposable plastic items in2018 including cutlery, cups and bottled water
By removing a large number of disposable plastic items from thecollege and the waste streams and thereby supporting andencouraging a shift towards reusables, the initiative supportsresponsible consumption, contributing towards SDG12
The initial survey carried out showed that studentsapproved of the initiative, collecting 600 signatures infavour of removing single-use plastics in just 2 days
The removal of single-use plastic items from campus helped thecollege remove around 20,000 plastic bottles and 130,000plastic cups from the waste stream
As part of the initiative they also installed water stationsfollowing a consultation with students on where theywould be most used
By reducing per capita environmental impact caused byplastic waste, the initiative also contributes to SDG11
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Rooftop Food GrowingRoyal Conservatoire of Scotland
The project
SDGs
Outcomes and implications
Growing vegetables to provide food that is grown locallyand organically and by using compost made on-site, theRooftop Garden contributes to SDG12 as it reduces theimpact of food consumption and to SDG11 as it reduces percapita environmental impact
In 2016, the Royal Conservatoire of Scotlandestablished a rooftop garden with the aim togain some greenspace in a city centre wheregreenspace is limited. The garden, managed bythe estate department, is used to growvegetables which are grown organically andform part of the supply of the Conservatoire'scatering outlet.
The project contributes to SDG15 by using sustainablegrowing techniques and providing greenspace thereforealso contributing to increasing local biodiversity
As the garden provides greenspace wheregreenspace is limited, and vegetables are grownorganically, it contributes to increasing biodiversityon campus and in the city
The garden is now being replenished usingcompost that is made on-site
The garden has expanded both the number of crops and thegarden size increasing from 3 m in 2016 to 15 m in 2019 andadditional plans to introduce herbs and three new crops.
2 2
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Self-sufficient Composting SystemDundee and Angus College
The project
SDGs
Outcomes and implications
In response to the Waste regulations (Scotland) entering into effect in January 2014 that requiresfood waste to be separated, the Collegedeveloped its own composting system turningwaste from training kitchens and the canteeninto compost that is used on site
By driving resource efficiency and reducing the environmental andeconomic costs of handling food waste, the project supports theachievement of SDG12
All the food waste generated on-site is compostedby the college, removing the need for externalcontractors and generating financial savings
The College now has 2 composters and 2 dewatering facilitieswhich reduce the volume of compostable waste by 80%
The compost is used within the college by thegardeners and the horticulture department,making it an efficient and closed-loop system
By reducing per capita environmental impact caused byfood waste generation and management, the compostingsystem also contributes to SDG11
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Zero by 2040 and the ClimateStrategy 2016-2026University of Edinburgh
The project
SDGs
Outcomes and implicationsSets interim targets to halve its emissions per£million turnover from a 2007-2008 baselineand return its total carbon emissions to 2007-2008 levels by 2025
The targets set by the University are very ambitious, but therecognition of the need for such targets and the outlining of astrategy on how to achieve such targets is a great example of howorganisations can take action to address climate change playingtheir part in the achievement of SDG13
Sets targets to become net carbon neutral by2040 in the University's 2016-2026 ClimateStrategy which also identifies key issues, theactions planned to address them and how toreduce emissions, created in response to theincrease in the institution's emissions sinceintroduction of the Climate action plan 2010-2020.
Creation of a sustainable campus fund to support initiatives thathelp address emissions from the main sources identified in thestrategy Commited to invest in renewable energy technology and research.
The strategy recognises the importance of awhole-institution approach inluding research,operations, teaching and investement
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iAtlanticUniversity of Edinburgh
The project
SDGs
Results
By dedicating financial and non-financial resources to aproject that will improve knowledge about issues faced bymarine species and habitats and as a consequence the waywe address such issues to improve ocean health, supportsthe delivery of SDG14
Research project funded by the EU Horizon2020 Programme to assess the health ofthe Atlantic Ocean. The University ofEdinburgh is leading and coordinating theproject which involves 32 institutions fromacross the world.
Results will also help evaluate the impacts ofcommercial activities, especially marine commercialactivities, on ocean health
Provides the first assessment of the impacts of climatechange on the health of the Atlantic Ocean
The research results will help evaluate whichparts of the ocean are most at risk ofsuffering negative impacts caused byclimate change and assess species resilience
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Planting Woodland Species on CampusFife College
The project
SDGs
Outcomes and implications
Between 2018 and 2019, Fife College plantedtrees in partnership with the Woodland Trust.The trees were donated and contributed tosupport the Woodland Trust's National PlantingProject. The college was helped by Fife Councilin identifying areas suitable for tree planting.
By using greenspace on campus to plant trees that are beneficial tothe local biodviersity and support the work of the Woodland Trust bycontributing to increase woodland cover the project supports SDG15
The species planted, which include Dog Rose,Rowan, Elder, Blacktorn, Crab Apple, Hazel,attract local pollinators and are beneficial to thelocal biodiversity
410 trees were planted across both the Dunfermlineand Glenrothes campuses
The trees were planted by groundkeeping staffand students, with 120 of them being planted by15 furniture students who had previously workedwith the Woodland Trust on other projects
By collaborating with the Woodland Trust and Fife Counciltthe project is also an example of achieving SDG17
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Global Refugee HealthResearch Network (GRHRN)University of the West of Scotland & University of Edinburgh
The project
SDGs
Outcomes and implications
The project supports SDG16 as it promotes refugee healthand advocates for health as a human right
The Global Refugee Health Research Network(GRHRN) is a new international project to tacklethe threat of serious healthcare problems amongrefugee populations. It brings together academicsfrom across the world to address the healthneeds of refugees through research and policydevelopment.
By increasing the awareness of refugee health issues andaiming to improve inclusive health opportunities, theproject is working towards SDG10
Create a framework for placing health as a human right in themigration–development debate and provide practical solutions
Foster discussions on emerging issues in refugee healthand explore ways through which health systems canbe strengthened for health promotion of refugees
Develop a shared understanding among networkmembers of refugee health challenges and requiredresponses
it is also an example of SDG17 as the project is a globalpartnership informing and influencing international policy
52
The Third Generation ProjectUniversity of St. Andrews
The project
SDGs
Outcomes and implications
Exploring emerging justice issues in relation to climate change, suchas climate migration, and focusing on communities and human rightsin relation to such issues, as well as seeking to increase public accessto information, the Third Generation Project contributes towards theachievement of SDG16
The Third Generation Project is a think-tankinvolving researchers, students, professors,consultants and other stakeholders based atthe University of St. Andrews and dedicated tocommunity-oriented collaboration, researchand change. Its focus is to emphasize rights ofcommunities and people in relation to climatechange.
Seeking to avoid knowledge becomingexclusive, outputs of the research anddiscussions are used to inform the public,
The projects provides a space formultidisciplinary discussion and researchregarding human rights issues in relation toclimate change
The project seeks to reform western research methodologies tobecome more transparent and collaborative
53
AURORAUniversity of Aberdeen
The project
SDGs
Outcomes and implications
AURORA is an example of achieving SDG17 as it establishes and usesrelevant partnerships to work towards the achievement of the SDGs
The University of Aberdeen is part of the AuroraUniversities Network, a network comprising often European Institutions. The network's mainaim is to harness the collective impact that theinstitutions have on society through researchand teaching. The key themes include diversity,inclusion, and sustainability, with a specificemphasis on the SDGs.
With the network's work being especially focused ondiversity and inclusion, and on looking at howthey integrate sustainability within their research andteaching, AURORA also contributes towards SDG4and SDG10
As part of the project's mission to evaluate and harness societalimpacts, AURORA developed a bibliometrical analysis tool thathelps gauge their impacts against the SDGs
AURORA is also delivering a sustainability lectureseries focusing on each of the SDGs
A diversity inclusion awards programme wasdeveloped with the aim of exchanging good practiceand advancing the network's vision on diversity
54
Climate Ready ClydeUniversity of Glasgow &University of Strathclyde
The project
SDGs
Results
15 organisations within the Clyde Catchment Areaare represented on the Board of the initiative
By partnering with other 12 organisations from differentsectors in the Glasgow City Region to work on a commoncause that links to many of the SDGs, both the Universityof Glasgow and University of Strathclyde support SDG17
Cross-sector initiative that aims at understandingand addressing the risks posed by climatechange to the Glasgow City Region bydeveloping a Climate Change AdaptationStrategy and Action Plan
The initiative recognises the need to respond to climatechange and takes into account threats and opportunitiesfor the local communities supporting SDG11 and SDG13
The initiative takes into account environmental,social and economic risks and opportunities
In April 2019, Climate Ready Clyde released a climate opportunityand risk assessment for Glasgow City Region aimed at prioritisingfuture action and involved consultation with over 100 stakeholders
55
A special thanks to all the Scottish collegesand universities who engaged with us on
this project
These case studies were collated by the EAUC-Scotland Employ.ed Summer 2019 Intern, Chiara Dal Molin