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

31

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

32

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

34

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

40

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

41

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

42

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

43

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

44

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 

45

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

46

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

47

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

48

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

49

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

50

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

51

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