Select Committee on Environmental Audit Written Evidence


APPENDIX 15

Memorandum from Engineering Employers' Federation (EEF)

  The EEF (Engineering Employers' Federation) is the representative voice of engineering and manufacturing in the UK. It is a nationwide federation of 12 regional Associations and the ECIA, the Engineering Construction Industry Association and UK Steel.

  The EEF has a growing membership of over 6,000 companies of all sizes, employing over 900,000 people from every sector of engineering, manufacturing, engineering construction and technology-based industries.

  On behalf of its members the EEF seeks to influence the decisions of the UK government and the European Union institutions to create a favourable business environment for engineering and technology-based manufacturing.

  EEF's aims include:

    —  promoting the image of engineering and technology-based manufacturing;

    —  attracting sound investment and talented people into engineering;

    —  encouraging best practice in employee relations, health, safety and environmental management and the recruitment, training and development of high calibre people;

    —  encouraging higher standards of education and training in liaison with national strategic partners such as EMTA (National Training Organisation for Engineering Manufacture).

  The EEF has a long history of delivering practical training courses for employees in both member and non-member companies. We offer a range of training courses at venues across the country, including bespoke residential training centres such as Woodland Grange and Barleythorpe. Our experience relates to provision of training for both large and small firms. Courses are provided for a range of companies in many manufacturing and service sectors, and from large, multi-national industries corporations to SMEs.

SUMMARY

  The EEF believes that the work place is an extremely important area for sustainable development education and training, because this has such major implications for everyone's future, and manufacturing has a key role in delivering solutions.

  In our experience, ESD has to be extremely practical, moving quickly away from definitions which state goals rather than how to achieve them, and give no timescales. Training should be extremely practical and interactive, offering case studies, tools and techniques that can help companies and employees to understand their own contributions and to make realistic plans.

  Companies that initiate ESD through an environmental management programme should not be chastised for only addressing part of the problem—they should be congratulated for taking the first steps and encouraged to move into measures that achieve wider SD goals.

  EEF recommends the ESD work carried out by the Institute of Environmental Management and Assessment (IEMA) who accredits relevant training courses and provides useful tools.

EEF AND SUSTAINABLE DEVELOPMENT

  The EEF has been conveying the sustainable development message to its member companies for several years. We have, to date, produced several briefings and training packages which we have used to raise awareness of the importance of SD to our member companies, in particular senior managers.

  Our key messages include:

    —  SD is a vital issue—failing to address it has important implications for the planet, both now and in the future;

    —  explaining the meaning of SD (e.g. three "pillars"), illustrated by practical examples to highlight how the future will be for a company that doesn't address this agenda;

    —  SD brings opportunities for manufacturing companies (it is perceived as bringing threats)—we can be part of the solution rather than the problem;

    —  making the business case—SD is a competitiveness issue—understanding the issues and putting measures in place to get ahead of the game will mean the difference between surviving and thriving;

    —  tools and techniques—e.g. resource productivity, lean manufacturing, education and skills, health and safety; and

    —  each employee can make a difference and has an important role to play (see our pocket-booklets "Think About the Environment").

  Following on from this work, the EEF is now putting together a strategy to help its members understand the forthcoming challenges of sustainable development and to achieve the most benefit and opportunity from the changes.

  The aim for the EEF strategy is to provide for our members:

    —  an understanding of how SD applies to their business;

    —  a means of highlights the business benefits;

    —  a means of communicating the vital role of engineering as a solution;

    —  a strategy that emphasises the social aspects of engineering as an employer;

    —  a methodology that measures progress, that is simple and easy to communicate; and

    —  a strategy that acts as a base to influence policy.

  We are now working to draw up a list of suggested metrics which reflect our progress against the strategy. These will cover environmental, economic and social measures, and interesting suggestions from members include US stock exchange quotation, public relations, business development (e.g. changing products or services), work/life balance and health statistics.

THE ROLE OF EDUCATION FOR SUSTAINABLE DEVELOPMENT (ESD) IN WORK-BASED LEARNING

  Whilst there is an important role for delivering the Sustainable Development message early on, through ESD in schools and further education, it is also crucial to convey SD skills and learning to those who are in the work place. Engineering and manufacturing have some impact on the environment—they consume resources and produce emissions and waste, for example. However, they have a key role to play in delivering sustainable development solutions, for example in the areas of research and innovation, wealth creation, employment and skills, environmental improvements, social improvements, new products and services. It is crucial to cultivate this potential with continuing professional development training and awareness-raising in the work place.

GETTING THE MESSAGE ACROSS

  The majority of manufacturing staff have a very limited (if any) understanding of what the term "sustainable development" actually means. They are not alone—the EEF and others have constantly found that it is common to get caught up in definitions and indicators. Definitions are not helpful on their own, because they state the goals, rather than explaining how to achieve them and have no timescales. In the past, Government education and awareness programmes for SD have tended to focus on the Brundtland definition, which in our experience has given companies the impression they are being asked to "do everything". This overwhelms them, and so they do nothing—or very little.

  We have found that it is more helpful to assist with practical tools, such as producing scenarios, prioritised action plans and training materials.

  For example, we challenge companies who might think of maintaining the status quo to look at how current trends are likely to develop. We highlight examples of existing regulations and market pressure (eg producer responsibility and ISO 14001) that all have their roots in sustainable development thinking. We than present scenarios of how their own environment will change in one year, five years, and 10 years time and ask them how they will continue to do business in this environment. Essentially we are asking them—"what are you doing now that is unsustainable".

  For example:

    "We're still happy doing things as we are"—in 10 years you will face issues including:

      —  skills shortages in technical and craft roles;

      —  changing availability of resources;

      —  changing customer needs because their own environment has altered (eg climate, flooding);

      —  changing face of business—globalisation, remote call centres etc;

      —  rising energy costs;

      —  rising waste costs;

      —  need to reuse/recover/recycle;

      —  business demands and supply chain pressures;

      —  need to phase out hazardous substances in products;

      —  need for design for environment; and

      —  shift to leasing/service provision.

TYPES OF ESD

  Different types of ESD are required to convey the key messages, to meet the varying requirements of companies, and also the needs of employees from different educational backgrounds. EEF has trained company staff with diverse training experiences, ranging from those who have no formal education, to those who haven't sat an exam for 20 years, to those who have just graduated from an MSc course.

  One of the most frequent attendees on our training courses is the company operations manager, or health and safety manager, who is totally new to environmental practice. It is our job to help them become competent in managing environmental issues at their workplace. We also take the responsibility to educate them beyond a "compliance" approach, to one which embraces long term, SD thinking, resource productivity and cost benefit opportunities.

PRACTICAL IMPLEMENTATION

  As we have already highlighted earlier, we have found that practicality is the key to success in conveying ESD. Training and awareness must be made as relevant and interactive as possible.

  Whilst we all accept that sustainable development requires improvement on the social and economic side as well as environmental, if we are to encourage continual improvement in industry, we must accept that "one step at a time" is a valid approach.

  It would be dangerous to chastise companies for "only implementing environmental improvement, not the full sustainable development", as it is still better to be doing something rather than nothing. With encouragement, companies who are already converted to the benefits of environmental management can make a more effective transition into full sustainable development thinking.

  In our experience, the initial drivers which lead companies to seek ESD are environmental performance regulations and market pressures.

  Companies choose to offer their employees SD or environmental skills and competencies in various ways:

    —  holding in-company training courses, eg as part of ISO 14001 implementation, such as internal environmental auditing;

    —  sending employees on specific short courses—anything from one day to two weeks;

    —  day-release courses; and

    —  professsional development—eg management skills, finance, personnel management.

  Manufacturing companies usually run training courses in-house when they have identified a learning need in a critical mass of people. Training a group in house ca be much more cost-effective, even if the trainer has to be brought from an external source.

  Over recent years, probably the single most important factor driving delivery of sustainable development training in manufacturing companies has been the requirement for companies to implement a certified Environmental Management System (EMS). An important influence has been the requirement from larger companies for its supply chain members to achieve ISO 14001. Some may criticise these efforts for not pursuing full-blown sustainable development. However, the implementation of an EMS, and the associated awareness raising and training that goes hand in hand are often the first introduction that many manufacturing employees have to the concept of sustainable development. Taking action in this one important SD area is a good start to understanding and delivering the bigger goals.

EXISTING EDUCATION PROGRAMMES

  The EEF is involved in delivering work place training which includes a substantial sustainable development element and which we put forward as an example of good practice. Our courses were developed in conjunction with, and are accredited by the Institute of Environmental Management and Assessment (IEMA).

  IEMA's aim is to promote best practice standards in environmental management, auditing and assessment. With over 7,000 individual and corporate members, the IEMA is the leading international membership-based organisation dedicated to the promotion of sustainable development, and to the professional development of individuals involved in the environmental profession, whether they be in the public, private or non-governmental sectors.

  The Institute's training approval scheme for companies and educational establishments provides recognition for over 120 courses on environmental management and auditing in over 30 countries.

  The Institute maintains an individual membership scheme for Affiliates, Associates (AIEMA), Full Members (MIEMA) and Fellows (FIEMA) that is highly regarded by major stakeholders. There is evidence that companies are seeking these qualifications as one of the criteria when recruiting relevant staff.

TYPES OF IEMA ACCREDITED TRAINING COURSE

Foundation Certificate

  This course is for those who wish to gain a general understanding of environmental management. The Foundation Certificate provides suitable training for someone who wishes to become an Affiliate Member of the Institute.

Training for Associate Membership

  This course covers all the areas of knowledge an individual requires to become an Associate IEMA members. It is designed to raise the professional competence of environmental practitioners. The principle and practice of sustainable development is fully ingrained throughout the syllabus (see Annex 1).

Full Membership

  This builds upon Associate membership to apply knowledge and understanding through experience. It is an individual qualification awarded after successfully submitting a written application and having an interview with two Full Membership Assessors (see Annex 2).

February 2003

Annex 1

IEMA—SYLLABUS FOR ASSOCIATE LEVEL COURSES

  This level of training includes courses and distance learning schemes run by further education establishments and Universities as well as intensive courses run by commercial trainers. Upon successful completion of the course candidates gain a Certificate in Environmental Management and Associate Membership of the Institute.

  Associate Membership is designed to raise the professional competence of environmental practitioners by assessing their knowledge of environmental management and its application. The knowledge areas comprise three modules, which define the level and scope of Associate Membership with accompanying demonstrable learning outcomes. Training for Associate Membership should lead to a competent candidate achieving the learning outcomes set out within.

MODULE 1. ENVIRONMENTAL SUSTAINABILITY

  Understand the issues, science and philosophy that underpin environmental sustainability to a level that enables a general presentation to be made.

KEY LEARNING OBJECTIVES

  Appreciate how global and local environmental issues evolve, and identify why and how they can be incorporated into the management of an organisation;

  Understand in general terms the impacts of societal activities on the earth's natural systems.

  Outline practical ways in which an organisation can reduce its impacts, both strategically and operationally.

  Inter-relationships of the environmental, economic, social and ethical aspects of sustainability.

1.1  EARTH'S NATURAL SYSTEMS

Skills and abilities:

  Understanding of ecological processes and systems.

  Understanding the importance of biodiversity.

  Describe the main principles which underpin the earth's natural cycles.

1.2  BUSINESS AND ENVIRONMENT

Skills and abilities:

  State ways in which organisations have positive and negative impacts on environmental systems eg resource depletion.

  Argue cogently for the incorporation of environmental considerations into an organisation's operations, e.g. effective use of resources leading to environmental and financial benefits, improved environmental credibility, compliance and the risk of failing to do so, improved efficiency of processes.

1.3  EFFECTS OF RELEASES

Skills and abilities:

  State the principal sources of pollutants; their characteristics and effects on various media and key issues.

  Explain the way in which pollutants adversely affect air, land and water and consequently people.

  Outline the origin of key issues (eg climate change, biodiversity, ozone depletion, bio-accumulation, resource depletion and their implication in both environmental and business terms.

  Explain in general terms key biological, physical and chemical technologies used to control releases.

  Ways in which pollutants impact on habitat/species.

1.4  TOWARDS SUSTAINABILITY

Skills and abilities:

  Be aware of the implications of environmental, fiscal, societal and ethical values and social constraints on an organisation.

  Understand the concepts behind sustainability eg Agenda 21.

  Explain the basic parameters of eco-efficiency and design for the environment. Demonstrate an understanding of underpinning concepts eg precautionary principle, product stewardship, polluter pays principle, best available techniques.

  Appreciate the position of environmental management as a promoter of change and the role of environmental management systems in the process of continual improvement.

  The business benefits of environmental management.

  Importance of effective resource management including materials elimination or substitution, recycling, waste reduction, the efficient use of energy and the role of renewable energy.

  Appreciate the importance of reducing waste as goals of the EMS process.

MODULE 2. ENVIRONMENTAL LEGISLATION

  Identify relevant legislation for an organisation and take initial steps towards ensuring compliance.

KEY LEARNING OBJECTIVES

  Understand in general terms the structure of the regulatory process.

  Determine the key environmental legislation, agreements and initiatives relating to an organisation and their relevance to operations.

  Instigate management controls to ensure that operations do not pollute and compliance is maintained.

2.1  INSTRUMENTS FOR CHANGE

Skills and abilities:

  Identify types of instruments available to achieve change and the role they play (eg information, financial and legislative instruments and voluntary measures).

  Understand in general terms the UK regulatory framework: relationships between UK, EC and international law, civil and criminal law and the regulators.

2.2  CONTROLS ON EMISSIONS TO THE ATMOSPHERE

Skills and abilities:

  Explain the key agreements, protocols, EC directives/regulations and UK controls/policies, and understand the role of the regulators with respect to these.

  Explain the operational implications of key controls (eg prescribed processes, authorisations to release prescribed substances to the atmosphere, key terms such as BATNEEC etc).

  Demonstrate an awareness of likely future developments eg IPPC, carbon tax, emissions trading.

2.3  CONTROLS ON THE MANAGEMENT OF CONTAINED WASTE

Skills and abilities:

  Explain in general terms the key instruments, agreements, protocols, EC directives/regulations/UK controls/policies, and understand the role of the regulators.

  Explain the operational implications of key controls eg duty of care, special wastes, licensing of carriers, waste management licensing.

  Explain the role of waste minimisation techniques.

  Demonstrate an awareness of likely future developments (pending and under consideration).

2.4  CONTROLS ON DISCHARGES TO THE WATER ENVIRONMENT

Skills and abilities:

  Explain in general terms the key agreements, protocols, EC Directives/regulation, UK controls/policies, and understand the role of the regulators.

  Explain the operational implications of key controls eg water quality standards, cost implications of discharges to sewers, issues relating to site drainage.

  Demonstrate an awareness of likely future developments.


2.5  ISSUES RELATING TO CONTAMINATED LAND

Skills and abilities:

  Explain in general terms the key instruments and the role of the regulators.

  Explain the operational controls of the mechanisms.

2.6  NUISANCE

Skills and abilities:

  Explain in general terms the key instruments and the role of the regulators.

  Appreciatee the nature of civil law with respect to nuisance and know the prime regulatory mechanisms.

2.7  PRODUCER RESPONSIBILITY

Skills and abilities:

  Explain in general terms the key instruments.

  EC directives/regulations, UK controls/policies, and explain the role of the regulators.

  Understand in general terms the operational implications of the UK packaging regulations.

  Demonstrate an awareness of likely future developments, eg application of producer responsibility to other priority areas.

2.8  OTHER RELEVANT LEGISLATION

Skills and abilities:

  Appreciate how planning law relates to environmental considerations.

  Understand the manner in which radioactive materials are covered by legislation.

  Explain the main legislation covering storage of hazardous materials.

MODULE 3. ASSESSMENT, INTERPRETATION AND MANAGEMENT OF ENVIRONMENTAL PERFORMANCE

  Understand the role of various analytical and managerial tools and the assessment, interpretation and management of environmental performance.

KEY LEARNING OBJECTIVES

  Design and implement processes for the assessment, interpretation and management of environmental performance.

3.1  IDENTIFICATION AND ASSESSMENT OF ENVIRONMENTAL IMPACTS

Skills and abilities:

  Understand the role of the review as a means of systematically identifying significant issues, significant relevant legislation and evaluating current environmental management.

  Demonstrate an understanding of various approaches to the environmental review, environmental risk assessment and the identification of significant impacts.

  Actively participate in the design and implementation of a preparatory review and environmental risk assessment.

3.2  ENVIRONMENTAL MANAGEMENT SYSTEMS (EMS)

  Standards for certified EMS eg ISO14001, EMAS.

  Purpose of an EMS in terms of controlling and improving environmental performance.

  Principles, objectives and practice of an EMS.

  Elements of an EMS and how they relate.

  Role of supplies/contractors—relationship between environmental, health, safety and quality management systems.

  Business benefits of an EMS.

  Role of internal communication.

3.3  MONITORING

  Understand the role and importance of monitoring.

3.4  ENVIRONMENTAL AUDIT

Skills and abilities

  Understand the role of the environmental audit and situations in which it is applicable.

  Actively participate in the design and implementation of an audit process within an EMS.

3.5  LIFE CYCLE ANALYSIS

Skills and abilities:

  Explain the role of LCA in evaluating the environmental burden associated with available options.

  Outline the principles and practices of LCA: defining goals and scope; undertaking inventory analyses, impact assessment, and interpreting the findings.

3.6  ENVIRONMENTAL IMPACT ASSESSMENT

Skills and abilities

  Appreciate the role of, and describe approaches to Environmental Impact Assessment and situations in which it is applicable.

  Knowing the stages of the EIA process and their interative nature.

  Appreciation of the impacts associated with the concept, design, construction, operation and decommissioning stages of a project.

  Links with EMS and SEA.

3.7  STRATEGIC ENVIRONMENTAL ASSESSMENT (SEA)

Skills and abilities:

  Role of SEA and situations in which it is applicable.

  SEA process in role of SEA in working towards sustainability.

  Links with EIA.

3.8  ENVIRONMENTAL RISK ASSESSMENT

Skills and abilities:

  Techniques of environmental risk assessment.

  Approaches to risk management.

  Communication and interpretation of environmental risk.

3.9  POLLUTION PREVENTION AND CONTROL

Skills and abilities

  Integrated approaches to pollution prevention and control.

  Treatment technologies and techniques.

3.10  ENVIRONMENTAL COMMUNICATION

Skills and abilities:

  Appreciate the role of environmental reporting, the types of report and how to compile a clear and concise report in line with stakeholder requirements.

  Methods of environmental communication with stakeholders, including consensus building.

  Importance of two-way dialogue with stakeholders.

  Role of environmental labelling and green claims in communicating environmental information.

  Published standards/protocols associated with preparation of Environmental Reports and Green Claims.

  Benchmarking and key environmental performance indicators.

Annex 2

CRITERIA FOR INDIVIDUAL FULL MEMBERSHIP OF THE IEMA

  A Full Member of the IEMA has the necessary environmental management and assessment knowledge, skills and experience to contribute, positively and proactively, to the protection and improvement of the environment and to the goal of sustainability.

1.  KNOWLEDGE AND UNDERSTANDING

1.1  Scope: a Full Member must

    —  have an extensive and forward looking knowledge and understanding of fundamental environmental and sustainability principles;

    —  be able to see beyond strict legislative compliance and, through a broad understanding of environmental principles and environmental effects, anticipate environmental trends;

    —  be able to demonstrate how he/she maintains knowledge and understanding of environmental issues.

1.2  Competence:  a Full Member of the IEMA is expected to have the ability to:

    —  explain the critical importance of maintaining and enhancing natural cycles and biodiversity in achieving sustainability;

    —  identify and analyse short, medium and longer term environmental threats and opportunities (in relation to the organisation/industry) in terms of the goal of sustainability;

    —  understand why the environmental global threats (above) are of importance at the local level;

    —  identify opportunities for environmental improvement or mitigation and recognise their dynamic nature;

    —  recognise the interdisciplinary nature of environmental issues; and

    —  recognise the importance of affective resource use and recovery for the goal of sustainability.

2.  Application of Knowledge and Understanding

2.1  Scope:  a Full Member must:

    —  be able to put environmental issues into his/her professional context;

    —  demonstrate how he/she applies their knowledge and understanding in practice in accordance with the Code of Practice; and

    —  approach to work in a professional manner and work towards and secure change and improvements for a sustainable future.

2.2  Competence:  a Full Member of the IEMA is expected to have:

    —  the ability to contribute to sustainability through their application of knowledge and understanding;

    —  the ability to develop and communicate an environmental business case in a professional manner;

    —  the willingness and persistence to address difficult environmental issues;

    —  the ability to evaluate the nature of a problem from an environmental perspective and develop and communicate practical sustainable solutions.

3.  COMMUNICATION SKILLS—INTERNAL AND EXTERNAL

3.1  Scope:  a Full Member must:

    —  have the necessary skills to liaise with and positively advise and influence others with respect to environmental issues and effects;

    —  possess leadership and motivational skills to ensure that good environmental practice is effectively communicated and integrated into decisions and actions.

3.2  Competence:  A Full Member of the IEMA has the ability to:

    —  identify, engage with and respond to an appropriate range of stakeholders;

    —  develop effective means with which to liaise with and advise others;

    —  promote a positive environmental culture and move towards sustainability;

    —  identify measures to ensure that individuals and organisations are accountable and understand their responsibilities for both environmental damage and improvement; and

    —  influence others to improve their understanding of environmental and sustainability issues and improve performance to fulfil their responsibilities.

February 2003





 
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