Wood burning boilers at Bowbridge School, Notts
The Zero Carbon Task Force report made some significant and important recommendations within their report that offer a major opportunity to reduce carbon demands. In terms of the 4 tests that we outlined – how well have they done and did they go far enough? (it’s a long post but we felt it important to do this issue justice)
Our Head of Research Jenny Thomas explains more…1. Spending
Whilst spending is encouraged by the Zero Carbon Taskforce, and a number of the recommendations call for additional funding, this investment must be sustainable for real, long-term benefits to be realised. For example, additional funding for Zero Carbon pilot projects will only be effective if the designs developed and operation of the buildings are a) possible for other schools to achieve without the additional funding offered to the pilot schools and b) evaluated effectively so that the learning can be used to inform future design and operation.
To effect long-term changes, spending needs to be focused upon initiatives and recommendations that will make a real difference for a significant number of schools across their lifetime. It cannot be a quick fix for a select group of schools. A further consideration is the investment in sensible solutions and decision making based upon specific situations. A good example of this is given by Richard Hopkinson commenting on our site. He suggests that there would be benefit in taking a centralised approach to off-site renewables and carbon free technologies. Whilst this is highlighted within the Zero Carbon Task Force report, it is true that they could have made a stronger case and recommended significant investment in this area as a long-term, sustainable approach.
2. Behaviour
The report and recommendations demonstrate clear understanding of the importance of behaviour in achieving carbon reductions. Learning from what existing schools are doing to reduce carbon demands and how this relates to their school environment would have a positive impact. The report and recommendations do support the need to encourage positive behaviours and the relationship with design. This can be achieved but needs strong leadership, as indicated in the report, and a joined-up approach to research where both the design and behaviour are considered together rather than being addressed in isolation.
3. Education and Training
The Zero Carbon Taskforce recognise the benefits of training and education to bring about carbon reductions. They also recognise that this education is required for schools, school leaders, local authorities, designers and suppliers. This recognition, and the associated recommendations, are extremely positive and, if implemented effectively, will represent an investment in sustainable methods for reducing carbon.
4. ICT and Technology
The need to provide ICT and technology which has been designed to reduce carbon demands, as well as education and monitoring relating to more efficient use of technology, is incorporated within the report. The recommendations made in the report have the potential to have a very positive, significant impact but require significant commitment from government at both a national and local level, other national groups, suppliers and schools themselves.
Next steps
Whilst the four tests posed have been largely met by the Zero Carbon Taskforce, there are four key things (well it would be four wouldn’t it!) which must now happen to ensure that their extensive work is implemented.
1. Learning from Good Practice
Good work is already taking place in a significant number of schools in terms of both design and behaviour to reduce carbon demands. Pilot projects have previously been invested in and developed which are environmentally sustainable and there are successful initiatives promoting sustainable behaviours in schools. However, we are not always capturing the learning from these examples effectively and using the knowledge to inform practice in the future. The significant opportunities for learning from previous projects, and those recommended within the Zero Carbon Task Force, must not be missed.
2. Sustainable Investment
The money invested in carbon reduction must be in areas where it can have the most significant long-term impact. Initiatives must incorporate effective evaluation so that learning can be applied to future projects, and education so that the reasons for changes in design or behaviour are understood.
3. Commitment
Within the report there are a number of recommendations made that require the commitment of government at a national and local level, national organisations, schools, designers and suppliers. To ensure that the recommendations are implemented effectively and have a positive impact there has to be commitment of key people. Notably at a national level this includes PfS, DCSF, BECTA, CABE and National College for Leadership of Schools and Children’s Services.
4. Joined-up Approach
There needs to be a joined-up approach in terms of both thinking and funding. For example, the report states that it is not possible to achieve zero carbon through on-site low carbon measures for an individual school. There is potential for schools within a local authority to work together and for funding to be dealt with more effectively to achieve carbon reductions. This joined-up thinking should not stop with schools and there should be a sensible approach to carbon reduction across all public buildings by a local authority to have the most positive and significant impact.
We’ve covered this report in quite a lot of detail – but lets face it, the prize is worth it. We await comments from interested parties…
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