School Sustainability Strategy & Framework

当我们国内大部分院校还没有有效开展环境与职业健康安全运营管理之时，可持续发展，ESG，碳中和等一系列的“潮流”已经呼啸而来。虽然对于环境与健康安全(EHS)问题，我们关注的重点在制造业，但这并不代表教育院校没有这方面的问题和风险，高校设备设施运营，实验室安全，消防隐患，废弃物管理，教职工自身环境健康安全的认知能力，学生心理健康等问题，都是实实在在存在的问题，这些问题都是高校在环境（Environment）,社会（Social）和治理（Governance）方面的核心问题，需要一套可持续发展运营体系（Sustainable Operation System/SOS）动态，系统的解决这些问题。

While the majority of domestic institutions in our country have yet to effectively implement environmental and occupational health and safety management, a wave of trends such as sustainable development, ESG (Environmental, Social, and Governance), carbon neutrality, and others have already swept in. Although the focus on environmental and health safety (EHS) issues primarily lies within the manufacturing sector, it does not imply that educational institutions are devoid of such problems and risks. Issues such as the operation of university facilities and equipment, laboratory safety, fire hazards, waste management, the awareness of environmental health and safety among faculty and staff, as well as student mental health, are all tangible problems. These issues constitute the core concerns of higher education institutions in terms of ESG, necessitating a dynamic and systematic Sustainable Operation System (SOS) to address them effectively.

将可持续发展融入高校日常运营管理，这意味着高校的建筑与场所（设备设施）；产品与服务（课程与教学科研）以及学生、教职工管理都将融入可持续发展的要求，并结合SOS的目标开展日常管理。因此，建立一套有效的SOS框架要素体系，通过其管理人员，院系，教职员和学生组织，整合和统一可持续发展行动目标是有效运营的基础。

Incorporating sustainable development into the daily operations management of higher education institutions means that aspects such as buildings and facilities, products and services (curriculum and teaching research), as well as student and faculty management, will all be aligned with the requirements of sustainable development. These elements will be integrated with the goals of the Sustainable Operation System to carry out daily management. Therefore, establishing an effective framework of SOS elements is fundamental for efficient operations, as it enables the integration and alignment of sustainable development action goals through management personnel, departments, faculty, staff, and student organizations.

实验室安全管理 Laboratory safety management

要素一：组织机构与领导

Element I: Organization and leadership

为确保高校可持续发展项目的开展，必须提高高校管理者和决策者自身的认知和意识，这种支持及其重要，因为这是可持续发展项目得以成功的前提，有了决策者的支持，我们可以建立：

To ensure the successful implementation of sustainable development initiatives in higher education institutions, it is imperative to enhance the awareness and consciousness of university managers and decision-makers. This support is crucial as it forms the prerequisite for the success of sustainable development projects. With the backing of decision-makers, we can establish:

工作小组：

成立可持续发展管理委员会，并下设多个工作小组，在高校日常运营涉及可持续发展方面的影响因素开展目标工作，这些主要领域包括：1）课程体系；2）教职工发展；3）教学与科研；4）设施运营；5）学生活动；6）利益相关方等；

Working Groups:

Establish a Sustainable Development Management Committee and set up multiple working groups to target various aspects of sustainable development involved in the daily operations of the university. These main areas include: 1) Curriculum System; 2) Faculty Development; 3) Teaching and Research; 4) Facility Operations; 5) Student Activities; 6) Stakeholders, etc.

有一种方法就是建立这6个领域的工作小组（Taskforce）并任命业务相关人员作为工作小组的负责人，建立小组宪章和小组年度工作目标和评估标准；并接受可持续发展委员会的监督和审查；每一个小组成员首先都需要接受相应的可持续发展能力培训，满足开展这些工作的内部资格要求；

One approach is to establish taskforces for each of these six areas and appoint relevant personnel as the leaders of these task forces. The task forces would then establish charters and annual work objectives and evaluation criteria, subject to oversight and review by the Sustainable Development Committee. Each member of the task force would first undergo appropriate training in sustainable development and meet internal qualification requirements for carrying out these tasks.

之后，每个小组应该对自己负责的领域开展深入的讨论，识别相关风险因素，如：

Subsequently, each task force should conduct in-depth discussions on their respective areas of responsibility and identify relevant risk factors, such as:

在课程体系领域，目前存在哪些可持续发展相关的风险因素；学生需要具备哪些与院系专业相关的可持续发展入门知识和实践能力；并基于识别的风险因素，制定小组年度可持续发展目标，如相关课程开发，宣传教育等；

In the area of the curriculum system, what sustainability-related risk factors currently exist; what introductory knowledge and practical skills in sustainability related to the faculty's specialization are required for students; and based on the identified risk factors, develop the group's annual sustainability goals, such as related curriculum development, outreach and education;

在职工发展领域，识别与评估教职工人员自身在可持续发展认知和能力情况；在招募人才方面，如何融入DEI（Diversity, equality and inclusive）的原则,并建立相应的标准；

In the area of faculty development, identifying and assessing faculty members' own perceptions of and competencies in sustainability; and how to incorporate the principles of DEI (Diversity, Equality and Inclusion) into the recruitment of talent and establish appropriate criteria;

在教学领域，作为学校的主要输出工作，如何有效的将可持续发展融入现有的课程体系是非常关键的举措，这包括以下几个要点：

In the field of teaching and learning, as the main output work of the school, how to effectively integrate sustainable development into the existing curricula is a very critical initiative, which includes the following key points:

1）基于现有课程，结合趋势发展和动态变化，完善和宣传与可持续发展相关的课程和学位；

2）将与高校运营相关的联合国可持续发展目标纳入课堂教学，并修改课程内容，融入可持续发展的要点；

3）建立学生可持续发展的实践能力，与社区，企业和第三方机构合作，设立可持续发展相关的实习和实验课程；

4）响应时代要求，评估和开设可持续发展专业学位，为校外人员提供可持续发展的证书课程等；

5）将可持续发展课程作为各个院系学生的必修课程之一。

1) Improve and publicize SD-related courses and degrees based on the existing curriculum, taking into account trend development and dynamic changes;

2) Incorporate the UN Sustainable Development Goals (SDGs) relevant to the operations of the university into the classroom and modify the course content to incorporate the key points of sustainable development;

3) Build students' practical skills in sustainability by partnering with communities, businesses, and third-party organizations to establish sustainability-related internships and lab courses;

4) Responding to the demands of the times by evaluating and offering a professional degree in sustainable development, providing certificate programs in sustainable development for off-campus personnel, and so on;

5) Make sustainable development courses one of the required courses for students in each faculty and department

可持续发展实践 Development practices

要素二：政策与框架体系

Element II: Policy and framework system

高校可持续发展委员会可以对各种外部的可持续发展准则进行评估，为其自身政策的制定提供一些参考，并建立自身的可持续发展政策与整体目标指标，如环境保护方面，有哪些可以被衡量的目标和指标；在人才发展方面，如何建立自身的目标和衡量指标等；一套可持续发展框架运营体系可以确保这些目标和指标被有效的执行和监督其运营效果，这不一定需要建立一个崭新的体系，而是评估基于目前已有的体系做扩展和完善并融合，如在环境保护方面，高校主要关注的要素包括固废循环利用、水资源保护，能源管理；环境污染控制，绿色采购，环境美化与生物多样性等，并基于这些关注的要素完善和建立对应的管理标准与文件；

The sustainability committee of the university can evaluate various external sustainability guidelines, provide some references for its own policy making, and establish its own sustainability policy and overall target indicators, such as environmental protection, what are the measurable goals and indicators; in human resources development, how to establish its own goals and indicators, etc.; a set of sustainability framework operation system can ensure that these goals and indicators are effectively implemented and monitor their operation effectiveness. A set of sustainable development framework operation system can ensure that these goals and targets are effectively implemented and supervise its operation effect, which does not necessarily require the establishment of a brand new system, but rather assessment based on the existing system to do the expansion and improvement and integration, such as in environmental protection, colleges and universities are mainly concerned about the elements including solid waste recycling, water resource protection, energy management; environmental pollution control, green purchasing, environmental landscaping and biodiversity, etc. and based on these elements of concern to improve and establish the corresponding system, which is the most effective way to ensure that the goals and targets can be measured. Based on these elements of concern, we will improve and establish corresponding management standards and documents;

附：高校可持续发展相关准则和组织参考：

1.???? 绿色校园行动计划

2.???? 京都宣言

3.???? 荷兰职业培训可持续发展宪章(高等职业教育)

4.???? 吕内堡宣言

5.???? 全球高等教育可持续发展合作联盟

6.???? 国际可持续发展研究所

7.???? 高等教育设施管理协会

8.???? 全球可持续发展联盟

Attached: guidelines and organizational references related to sustainability in higher education:

1. Green Campus Action Plan

2. Kyoto Declaration

3.Vocational education and trainingin the Netherlands

4. The Lüneburg Declaration

5.Higher?Education?Sustainability?Initiative

6. International Institute for Sustainable Development

7.Higher Education Facilities Management Association

8. UN?Sustainable Development Group

废弃物循环 Waste cycle

要素三：审查与持续改进

Element III: Review and continuous improvement

无论是内部审查还是第三方审查，主要目的是找到SOS运营过程中存在的管理弱项或者系统缺陷，建立行动事项并加以完善，这需要基于高校自身的SOS框架要素建立评估表单，这包括法律合规层面的内容和自身风险管理方面的内容；

Whether it's internal review or third-party review, the main purpose is to identify management weaknesses or system deficiencies in the SOS process, establish action items, and improve them. This requires the establishment of assessment forms based on the university's own SOS framework elements, including content related to legal compliance and internal risk management.

要素四：可持续发展报告

Element IV: Sustainability reporting

在国内，可持续发展报告对于企业，特别是上市公司和国央企的要求也刚刚开始，对于高校没有明确的规范要求；而作为高校自身可持续发展的一部分，一份透明的可持续发展报告可以为学校指明正确的前进方向，同时也在提升高校的社会责任和知名度；

In China, the requirements for sustainability reporting for enterprises, especially listed companies and state-owned enterprises, are just beginning to emerge. There are no explicit regulatory requirements for universities regarding sustainability reporting. However, as part of a university's own sustainable development efforts, a transparent sustainability report can provide clear guidance for the institution's progress and enhance its social responsibility and visibility.

高校可持续发展报告的框架可以参考国家发布的报告披露指南，也可以结合国际上多数企业参考的GRI基本框架；

The framework for sustainability reporting in universities can draw inspiration from both the reporting disclosure guidelines issued by the government and the basic framework provided by the Global Reporting Initiative (GRI), which is widely used by international enterprises.

创建可持续发展的高校不仅仅是将可持续发展融入教学，运营管理之中，它必须是学校文化的组成部分，而不是附件的行动标签。可持续发展真正的检验标准是学校就可持续发展向学生，教职工和社区成员灌输的思想和认知变化，它有助于我们更好的了解和应对现在所面临的可持续发展挑战。

Creating a sustainable university involves more than just integrating sustainability into teaching and operational management; it must be an integral part of the institutional culture, rather than an add-on or mere action label. The true litmus test for sustainability is the change in thoughts and awareness instilled by the university regarding sustainability among students, faculty, and community members. It helps us better understand and address the sustainability challenges we currently face.

Reference参考资料：

1. ??《可持续发展实践指南》[美] 威廉，布莱克本著，上海人民出版社；

2. ??《地球宪章》对教科文组织可持续发展教育活动的推动作用；

3. ??变革我们的世界：2030年可持续发展议程