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;
— 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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