Sustainable Development Goals Report 2020 by Buckinghamshire New University

Sustainable Development Goals Report 2020

IT BEGINS WITH BUCKS EST.

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Contents Section

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Introduction 3 SDG 1 - No Poverty 4 SDG 2 - Zero Hunger 6 SDG 3 - Good Health and Wellbeing

SDG 4 - Quality Education 11 SDG 5 - Gender Equality 16 SDG 6 - Clean Water and Sanitation

SDG 7 - Affordable and Clean Energy

SDG 8 - Decent Work and Economic Growth.

SDG 9 - Industry, Innovation and Infrastructure

SDG 10 - Reduced Inequalities 22 SDG 11 - Sustainable Cities and Communities

SDG 12 - Responsible Consumption and Production

SDG 13 - Climate Action 30 SDG 14 - Life below Water

SDG 15 - Life on Land 31 SDG 16 - Peace, Justice and Strong Institutions

SDG 17 - Partnerships for the Goals

Introduction from Professor Nick Braisby, Vice-Chancellor At Buckinghamshire New University, we’ve always taken our environmental responsibilities seriously, and have a proud track record of making a positive impact on the environment, and within our communities. In 2019, we were delighted to be the first UK University to achieve a Gold award in a scheme which recognises sustainable and ethical organisations for their excellence in corporate social responsibility. The University’s activities were rigorously assessed across four areas: environment; philanthropy; community and workplace. We continue to build on our achievements because we’ve listened and know that sustainability is as important to our students and stakeholders as it is to our people. That’s why we have redoubled our efforts in the fight against climate change. On 14 February 2020, Buckinghamshire New University pledged to reduce our carbon footprint to net zero by 2030 - 20 years ahead of the Government’s target – and joined the Climate Commission Council as part of a Love Our Planet day across our campuses. We also made our commitment to join other universities to fight against climate change by signing up to the United Nations’ Sustainable Development Goals (SDGs) Accord, a collective response by education institutions to help the environment. The University has recently produced its new strategy, Impact 2022, which expresses our passionate belief in corporate social responsibility and reaffirms our existing commitments to reduce our impact on the environment; increase sustainability in our operation and education; and address our challenges through building effective and strategic partnerships.

In July 2020, the University submitted its first report to the United Nations on our performance against each of their 17 SDGs. Although we are at an early stage of explicitly aligning the SDGs to our strategic work, I am very proud of all that our University community has already done to make a positive impact locally, nationally and globally. We continue to make excellent progress against our strategic goals that align with the SDGs: among others, in meeting carbon reduction targets (SDG7); in ensuring our education works for all (SDG4); in making clean water available to more people (SDG6); in eliminating the attainment gap for disabled students, reducing the gap for BAME students, and in building higher levels of support for GRT students (SDG10); in increasing recycling rates, upcycling, reducing single-use plastics, and building sustainability into our education (SDG12); and in understanding changes in vegetation and the impact of climate on European island societies (SDG15). We are committed to being transparent about our progress against the University’s strategic goals, and so I am delighted to share our submission to the United Nations in this publication.

Professor Nick Braisby Vice-Chancellor

Impact 2022 sets new targets to meet the highest standards in relation to our environment, including energy, waste and travel. We will deliver against our mission as a civic University, engaging with communities across the county of Buckinghamshire and elsewhere. We will engage effectively with business, actively contributing to the local and national industrial strategies, and economic growth within the region. We will minimise the impact of our University estate on the environment.

SDG 1 - No Poverty - End poverty in all its forms everywhere. Give to Refresh – On 20 February 2020, Bucks New University and Bucks Students’ Union announced that staff and students were joining forces with the Beauty Banks charity to help local people living in hygiene poverty. Launching its Give to Refresh initiative, Bucks became the first university community in London and the south – and only the second in the UK – to set up a public donation point so that local residents and businesses can also get involved. This initiative builds on the University’s mission to transform lives - from developing our students’ full potential to making a positive impact to the environment and in our communities. Beauty Banks links donations of personal care and hygiene products for women and men to local registered charities (including food banks, homeless centres, refuges and secondary schools) so that what’s donated locally, stays local.Jo Jones, co-founder of Beauty Banks, said: Thanks to keen and active supporters like Buckinghamshire New University we are able to support more people in our communities living in hygiene poverty who need a hand-up.” High Wycombe retailers Lush, Waitrose and Boots supported the project with donations of products. We were delighted to collect 443 products on launch day and a total of 886 items before the campuses closed because of Covid-19 restrictions. These items will be shared directly with local charities registered with Beauty Banks, and the Students’ Union has worked with their charity partners to raise awareness and encourage registration. News of the Give to Refresh was shared on both the University’s and Bucks Students’ Union’s websites to raise awareness with the wider community. The Bucks Free Press backed the Give to Refresh campaign and announced they were joining forces with the University and Students’ Union as our media partner.Students from our BA (Hons) Film Studies course made a film about Give to Refresh to help publicise the initiative. Katrina Wood, Leader of Wycombe District Council, described Give to Refresh as ‘a fantastic scheme to be involved in and I commend the University’s initiative in setting them up.’

The campaign was launched to staff on our intranet and we kept staff updated as donations were made. Positive feedback included: ‘Great

initiative!’; ‘Brilliant, I have lots of unused items in need of a good home!’; ‘Looking forward to making a difference to others’; ‘Proud our University is setting up the town’s first Beauty Banks donation point’; and ‘Well done for making it so easy for us to support Beauty Banks’ great work.’ – Bucks Hardship Fund provides discretionary financial assistance for students to help them access and remain in higher education. It is particularly aimed at those students who need financial help to meet specific course and living costs that cannot be met from other sources of support. The fund can provide emergency payments for unexpected financial crises. Payments are usually given as grants, which do not have to be repaid. Up to £3k per year of study, per student and £150 per week for students with parental responsibilities, per year of study. – We offer loans to students on a short-term basis, usually for one month, which are interest free. The maximum short-term loan amount is £50 a week or £100 a week for students with parental responsibilities or a disability that prevents them from working.

– Alongside these bursaries to improve still further the access to higher education for hard to reach and marginalised communities (Gypsy, Roma and Traveller; military children; and care leavers); we offer. – Estranged, refugee, GRT Student Bursary and a Care Leaver Bursary, providing financial support care leavers/estranged/GTR students alongside: – Step-by-step guidance and assistance throughout the application process. – Priority consideration for support from the Bucks Hardship Fund. – 365 day accommodation in universitymanaged residences for the duration of the course. – Bucks New University is the principal funding partner of Bucks Students’ Union, an independent educational charity with a mission to make life better for students at Bucks. We invest in the Students’ Union because we believe it is important to support their work, not only in supporting and developing our students, but in building links between their members and the local community; charity fundraising; volunteering; citizenship and endeavours to promote fair trade, sustainability, social inclusion and environmental and ecological good practice. In 2018/19, Bucks Students’ Union received a funding grant of £1.4m from the University. The Students’ Union’s unique Big Deal initiative ensures that all students, irrespective of their income, can access recreation, sports and skills development opportunities for free. This ensures that income, and financial pressures, are not barriers to participating fully in all aspects of University life. – The University’s Multifaith Chaplaincy runs an upcycling scheme known as Bucks New Usage which has won a Green Apple Award for Environmental Best Practice. This scheme collects donations of household items from students such as crockery, kitchen equipment and bedding and makes them available free of charge to new students who cannot afford to buy these items.

– Waived the costs of accommodation for the summer term, and dramatically reduced the costs (by 75%) for those students still living in halls. – Wrote an open letter to private landlords asking that they recognise the exceptional circumstances and consider rent discounts or early release from contracts for students. – Set up an emergency allowance, in addition to an existing Hardship Fund, for students to claim up to £250 to meet any pressing money issues. More than 600 students received grants totalling £100,000 through the Bucks Emergency Allowance. – Every Christmas, the University community donates food, drinks, hygiene products and games to fill canvas bags designed by student as part of Bucks Students’ Union’s ‘Hampers for the Homeless initiative.’ More than 100 bags are distributed to the homeless community in conjunction with the Wycombe Homeless Connection charity, as documented in this press release. – We held a student conference with a theme of the impact of poverty across the lifespan. Guest speakers gave keynote speeches to students and practice partners including school poverty (which took account of hunger in school holidays for atrisk children), and health inequalities in care and hunger. Oxfam spoke at the conference about hunger/poverty and the associated inequalities in health outcomes. – Bucks is working on developing a ‘good practice pledge’ to encourage access to higher education from Gypsy Roma Traveller (GRT) communities, by bringing together GRT university graduates, other universities, and education charities.During June the University celebrated the varied and valued contributions the GRT communities make to British society, as part of its commitment to encourage members of these communities to participate in higher education. Hosting an online exhibition of work by Dr Daniel Baker, a Romani Gypsy who is an artist, curator and theorist.

– Bucks also offers a disability allowance to support students with disability assistance (for laptops and software) to mitigate for the changes to DSA.

– The University recognised that many of its students faced financial difficulties during the Covid-19 outbreak when the part-time employment on which they rely was disrupted by lockdown restrictions. The University took steps to ease their worries and concerns:

– Bucks offers the “Student Success Bursary Programme”, which includes eligibility criteria to reflect our ambition as a widening participation institution. This bursary provides a direct benefit to individual students from low income backgrounds, and supports progression of students from groups currently under-represented in higher education e.g. first generation in HE or IMD 20% most deprived.

SDG 2 - Zero Hunger - End hunger, achieve food security and improved nutrition and promote sustainable agriculture. – Bucks Students’ Union has a close partnership with One Can Trust, a local foodbank. Our students regularly volunteer at the foodbank’s warehouse to help distribute donations to those in need. – From October 2019, any leftover sandwiches from cafes on our High Wycombe campus, which are operated by the Students’ Union, are offered to the homeless community by student volunteers. – The Students’ Union’s Fairtrade ambassador also hosted a Fairtrade breakfast to promote sustainable agriculture attended by Mike King, Chairman of Wycombe Fairtrade. The SU also held chocolate and wine events to promote Fairtrade.

– As a University community we place a high emphasis on Fairtrade and the University and Bucks Students’ Union have signed a joint Fairtrade policy. We further promote Fairtrade each year with the Smile campaign, which involves student volunteers handing out Fairtrade bananas and flapjacks to early morning commuters in exchange for a smile. All items include a Fairtrade fact to encourage members of the local community to buy Fairtrade.Our programmes for Health Visitors and School Nurses examine the effects of hunger on education and health outcomes within their specialist practice modules. There are also initiatives within the school nursing teams to address school holiday hunger.

– A student conference was organised with a theme of the impact of poverty across the lifespan. Guest speakers gave keynote speeches to students and practice partners on various aspects of poverty including period poverty, school poverty (which took account of hunger in school holidays for atrisk children), homelessness, health inequalities in care and hunger. Oxfam spoke at the conference about hunger/poverty and the associated inequalities in health outcomes. – School of Art and Design project: Moo was a selfinitiated student project graphically exploring the false ideologies of the dairy industry. – Missenden Abbey (the University’s conferencing business) was instrumental in the development of the Missenden Walled Garden Charity in 2017 which is located in its grounds. The charity has regenerated the area of 2 acres of the vegetable garden and the orchard by growing vegetables and fruit, which since 2019 is now used is then used in the kitchens for meal preparation. Any excess produce which has not been used due to COVID situation was is donated to the local residential homes’ kitchens. The produce is grown in an ethical way to ensure sustainability and the nutritional value of meals. – Missenden Abbey supports staff wellbeing and health by providing meals while on duty, every day. This also reduces wastage on food. All meals are produced freshly each day and any meals not consumed within the client offer are then used for staff meals. This is much appreciated by staff as the majority of positions are junior or training positions within hospitality on a relatively lower pay scale.

SDG 3 - Good Health and Wellbeing Ensure healthy lives and promote wellbeing for all at all ages. The health, safety and wellbeing of our University community is paramount, and these important areas inform every decision that we take.

Our people: – The Bucks People 2022 strategy - developed with people across the University - outlines our people aims, outcomes, and priorities. The University recognises the importance of good physical and mental health and wellbeing to our colleagues and our commitment is:

– Access to Occupational Health referrals. – Links to associated HR policies (Flexible working, Dignity at Work, Family Friendly, Disability and Career Break et al) which support employee wellbeing. – Working safely from home guides; – Opportunities for colleagues to socialise and have fun together, including online activities during Covid-19 to tackle isolation.

– To provide an opportunity to access advice, support and facilities; – To help equip our people to cope with the demands of their role; and – To help them perform to the best of their ability. The University has a well-established Health and Wellbeing policy that focuses on providing an environment that is conducive to good health, promoting a healthy lifestyle, supporting people in their recovery from periods of ill health and making positive adjustments for those with disabilities and chronic health conditions. Our integrated approach to health and wellbeing focuses on nurturing heightened levels of employee engagement while fostering a workforce where colleagues are committed to achieving organisational success. The University achieved an overall satisfaction of 69% for health and wellbeing from the employee survey results for 2018/19. – The Health and Wellbeing Working Group comprises colleagues from across the University whom work together to develop health and wellbeing initiatives and action plans. Our wellbeing offer includes an employee assistance programme and more than 20 eLearning modules available to all employees. The University has delivered resilience workshops and champions a Five Ways to Wellbeing programme. The University also hosted a Wellbeing Ambassador Workshop in January 2020, with delegates made up from our employees, students and local employers. – Our intranet has a dedicated Wellbeing page which outlines the Bucks offer to staff. These initiatives, which have been boosted during the temporary move to remote working during the Covid-19 outbreak, include: – Access to a free and confidential helpline and 24/7 online support for mental health.

– Subsidised gym and free exercise classes.

Our students – Bucks is a partner in a £2m project funded by the Office for Students, and led by Northumbria University, to identify how big data, technology, educational analytics and student facing interventions can be used to recognise and support students with mental health issues. This project will help to generate early warning signs for students’ mental health and wellbeing, and transform the sector’s approach to these important issues. – The University and Bucks Students’ Union work in partnership to make everyone at Bucks feel at home and supported, during the good and tough times. Our priority is to keep everyone both mentally and physically healthy. We make sure our students have access to face to face and online advice, guidance and support for all aspects of university life through our friendly and approachable University and Students’ Union teams. And our face to face support is supplemented by 24/7 wellbeing support online through the Big White Wall, if and when our students need it. – During the Covid-19 crisis, we ran the #BucksHealthyAtHome campaign which comprised two weeks of activities designed to support students in the transition to working and studying at home. – The Students’ Union makes it a priority to provide an array of free and inclusive wellbeing opportunities for students to engage with throughout the year. Promoting healthy lifestyles is not only a great way to help them create a more rounded and fulfilling university experience, it is also plays a big part in educating them on leading their lives with their wellbeing always in mind. It’s important that the opportunities provided highlight the importance of health and wellbeing for everyone in our diverse community which includes a high number of mature students. Bucks Students’ Union works with the Living Streets charity to promote the benefits of everyday walking by setting up walking groups to tackle inactivity and loneliness amongst our students. We highlight the benefits of everyday walking to improve mental health and its environmental benefits.

– While recognising diversity and ensuring inclusion has always been at the heart of everything that the Bucks Students’ Union has offered their membership, the organisation decided to take an ever more active approach towards decreasing inequalities within the student community. The sabbatical officer Vice President Student Involvement and the Students’ Activities team made it their aim to celebrate, promote and educate on diverse cultures and their traditions.

These efforts were deemed highly important as the department wanted to improve the involvement as well as leadership representation of students from diverse backgrounds across sports, societies and volunteering.The first steps were taken in October 2019, with the VPSI taking the lead in conducting two focus groups, bringing together students of Black, Asian and Minority Ethnic background to discuss how the Students’ Union could improve their offer in best representing these students. Following on from these focus groups, the Students’ Activities team collaborated with Dance and Performance alumni Rhona Noel in hosting a series of AfroCarribbean fitness classes as part of Black History Month at no cost for the students. The ‘Rock It with Rho’ classes were not only a great success in celebrating Caribbean culture and promoting diversity but also tackled further UN SDGs such as promoting good health and well-being for all ages (as mature BAME students also got involved with the opportunity) as well as gender equality by promoting a self-made female entrepreneur and business owner. – The University has published its own Practical Recipes for Student Success Guidance for staff and students in responding to the Black, Minority and Ethnic student attainment gap. These include, amongst others, Belonging and Connectedness, Fit to Submit Checklists and building confidence. – We recognise the complexities that our students face juggling study with life. The move to the hybrid curriculum for September 2020, designed to provide students with a greater degree of choice as to how they engage with their learning, recognises the inclusivity and flexibility of enabling students to study at the pace and in the place that suits them. Modules are being redesigned to be delivered both onsite and remote delivery, allowing students to move between the two methods to suit their individual circumstances. It embraces face to face learning and teaching activities delivered onsite, and enhances these with digital resources delivered online. – Recognising the difficulties, in the current climate, around moving from university into employment, from July 2020 we are offering a Graduate Support Package for all Bucks Graduates. That includes continued access to our support services, Career Success teams, Library and wellbeing services, alongside opportunities for continued study or development.

Embedding Health and Wellbeing in our course modules – The School of Health Care and Social Work focuses many of its lectures and seminars around maintaining good health and well-being, examining personal lifestyle choices in detail. We address these areas in a series of lecturers for our Specialist practice modules (SPQ and SCPHN) and health promotion is featured heavily in our undergraduate Public Health degree. The promotion of health and wellbeing and how this impacts on a variety of disease processes is addressed in modules such as diabetes, stroke management, dementia care and cancer care. We address substance misuse: smoking / vaping, alcohol and drugs in modules such as Respiratory Care, Cardiac Care. Aligning to this, we examine the Mayor of London’s inequalities in health agenda, which includes smoking and lifestyle choices. Health and social inequalities are further explored across the School (Social Work / Community and Primary Care) – including substance misuse, poverty, crime, homelessness, societal marginalisation, etc. Links are made between inequalities in health and health outcomes, and primary socialization and parental supervision/support are examined in relation to health outcomes. Relationship between social capital and health outcomes are also examined. Social isolation and loneliness and the impact on health and well-being was a key topic for this year’s social work conference which unfortunately cancelled due to Covid-19. The students did however create a large display covering this topic. To support the University’s local population, the students displayed contact details for appropriate local and national support organisations. Our students are required to explore / examine good health and well-being in relation to homelessness, LGBTQ communities, the elderly, 0-19 and those that are disadvantaged, at risk, or are marginalised members of the society.

A mental health module explores the importance of positive mental health on health outcomes and identifies that there is a strong correlation between good mental, social and physical health. This was further supported by a recent student conference whose topic was ‘mental health across the lifespan’. The School of Health and Social Care engages with a range of outside speakers in relation to mental health and other health related topics. The police are a valuable contributor to our student learning experience talking on topics such as knife crime, cuckooing, and county lines – all linking back to health outcomes in individuals.

Documents such as the NHS Long term plan are drawn upon for examination in a number of taught modules across the school (e.g. Safeguarding and our suite of Professional Practice modules).

School of Art, Design & Performance: – A student project - Hey - focused on the causes and impact of stress. The project’s intention is to produce an informative and helpful stress management tool for our student community. – Community dance placements involve students teaching dance to vulnerable groups in the local community as part of their Dance and Performance course. For the past three years, students have also carried out placements with a Dance for Parkinson’s group, and have set up new dance classes at Ryeview Manor Care Home, a local infant school and at a disability group for young people. Students have engaged these groups of people in dance activities which has helped with both physical and mental wellbeing and helped bring the community together. Positive impact can be seen through feedback received, including residents from the Ryeview Manor care home: ‘I have really enjoyed myself in these sessions, it’s lovely seeing you each week’ and ‘I am really going to miss seeing you girls each week, it really is the highlight of my week’. – Final-year Textile Students were engaged with the CUREate project before the Covid-19 outbreak and were planning an exhibition based on colour, mood and environment for the local community. They hope to take this up again once social distancing restrictions are lifted. – Level 5 Textile students have taken part in the Soundsorba Acoustics Panelling project and were taught about the urgent need for more sound friendly environments particularly with the ageing population in mind. The students designed new concepts for Acoustic Panelling which were then taken up by the R&D team at Soundsorba.

Research projects: The University’s research activity linked to health and wellbeing are shared on our website.

SDG 4 - Quality Education - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Bucks New University has a proud history of offering employment-focused and skills-based learning and removing barriers to participation in higher education. We are committed to ensuring that our graduates are well-prepared and confident in rising to the challenges of the highly competitive employment market. Boosting future employability is a key focus for Bucks students’ from their very first days with us. Our Impact 2022 strategy builds on our historic mission to transform lives through inspiring, employment- and profession-focused education, enabling people positively to impact society and their future. It calls for us to assess the value of our work through the University’s impact on students, staff, stakeholders, communities and strategic partners. Our vision is for Buckinghamshire New University to become a University that is highly connected, permeable, student- and customer-focused, business-oriented, strategically aligned, impactful and aligned to strategic partners. We will provide an education that works for all regardless of background or circumstance; provides students with skills for life, able to meet the global challenges of the 21st Century; and is ethical and sustainable, from a University that always meets its social responsibilities, to students, to staff, and to society.

Our commitment to widening participation in higher education We are proud to attract a highly diverse student intake and are significantly above the sector average in our numbers of mature and Black (23.3%), Asian (17.8%) and mixed ethnicity (4.1%) students. The diversity in our student body reflects our longstanding and highly successful work to reach out to underrepresented groups in higher education; to provide an environment and form of education that meets their needs; and to support them into high levels of graduate employment. Compared to the UK higher education sector, Bucks has non-significant attainment gaps between different ethnic groups; there are no gaps for those with a declared disability; and no significant gap for those students from the most deprived quintiles. While in 2018-19, the sector attainment gap between white and black students was 22pp, at Bucks it was 8pp and reducing significantly year on year. When it comes to graduate employment rates, no significant gaps are seen between different ethnic groups, for those with disabilities, or for students from different deprivation quintiles. Building on our success, and consistent with our mission, we are developing our widening participation work still further in order to pioneer routes into higher education for the hardest-toreach communities. Buckinghamshire New University’s 2020-24 Access and Participation Plan was approved by the UK Government’s Director for Fair Access and Participation (Office for Students) in November 2019. It includes our ambitions to improve equality of opportunity for all students to access, succeed in and progress from higher education, what we plan to do to achieve that ambition, the targets we have set, and the investment we will make to deliver the plan.

We will develop our position as an innovative, teaching-oriented University, delivering sectorleading and life-changing educational and employment outcomes for our students.

Our education will be flexible, inclusive, enquirybased and employer-informed, and designed around the needs of our students. We will deliver research and innovation that impacts and enhances lives and society and underpins our educational offer. We will be an outwardly-focused institution, entrepreneurial in spirit, meeting our ethical and social responsibilities, expanding our reach through.

In our plan we have set the following objectives to: – Accessing higher education – Maintain high levels of equality in relation to access for all groups and increase the rates of access for students from the areas of lowest higher education participation; those declaring a disability; and those declaring care-leaver status. – Adopt a new and ambitious focus on groups where equality may be harder to achieve (with a focus on young carers, children from military families, and students identifying as being from Gypsy, Roma and Traveller communities). – Succeeding in higher education – Close the small attainment gaps between BAME and White students; between students from the most deprived and least deprived areas; and between male and female students. – Nurture an academic community to which students feel they belong to ensure strong retention for all learners. Successful employment after graduation– Improve the rates of highly skilled employment for students from the areas of lowest participation; young students; and for BAME students. – Increase the opportunities for all students to enter highly skilled employment or further study.

Schools outreach programme The University has developed an extremely successful outreach programme which continues to grow. Futures Days involve inviting Year 9 students from disadvantaged backgrounds on to campus for a day to learn about the benefits of university through engaging activities and games. Feedback is impressive and demonstrates an 80% increase in students who agree or strongly agree that they would like to go to university following the event. The team also provides activities for a range of school year groups and both Study Higher and Widening Participation have seen 426 students over 60 contact hours in the last year.

These teams also carry out school visits, participate and host careers fairs and have offered mentoring for groups of students. The demographics of participants demonstrate the reach of our programme: 60% are female; just under half would be the first in their family to attend university; 7% are care leavers or in care; one in four students said they had a disability; 42% were black or minority ethnic;

and 30% came from the lowest participation areas for higher education. As part of a wider LEP-funded capital project at Aylesbury, we created a mobile outreach facility, which is touring the area’s schools, colleges and exhibitions to provide an immersive simulation experience to give younger people and careerchangers a glimpse of careers and training available. This project is also funded through the Office for Students’ Uni-Connect scheme, locally known as Study Higher. The team has already worked with 2969 students from 27 schools and supported family and youth-oriented events in the community.

Inclusive curriculum Our data indicate that gaps, in terms of successful outcomes, are experienced by BAME males and those learners from the most deprived quintile. It is our intention to reduce these gaps, focusing especially on attainment and progression rates. Internal annual monitoring suggests some specific subject areas which demonstrate the most significant, and consistent attainment gaps. We have developed a new Student Achievement & Success unit to provide learner-facing support to consolidate and enhance academic and knowledge skills recognising the breadth of learner attributes who engage with our programmes. However, we also recognise that our targets provide a challenge which requires us to fully embed a cross university strategy on raising attainment. As part of our Curriculum Renaissance strategic transformation project, we have embedded inclusive attainment raising initiatives recognised as sector best practice. As all learners have individual needs, we recognise that engagement enhancement activities with both staff and students will be an important driver of change and support our ambitious targets. The importance of the cultural change required across all student engagement points is highlighted as central to enabling the impact on learner attainment and thus we will continue to implement this, with milestones that are more ambitious and evaluation to ensure momentum of change continues.

Placement Plus From September 2019, Bucks New University became a “Placement Plus” institution. Placement Plus places a distinct emphasis on aspects of the student experience that will enhance students’ transition into highly skilled graduate level employment, particularly through engagement with employers. Placement Plus is aligned to the institutional objective of improving educational excellence and student outcomes and ensuring that 75% of Bucks graduates enter highly-skilled employment or further study. The Bucks Graduate attributes are enshrined in the university’s corporate strategy. They focus on the development of innovative leaders, in professional and creative capacities, who are equipped to operate in the 21st Century employment market, and make a positive impact as global citizens. One of these four attributes is “Social and ethical awareness and responsibility” and focuses on Sustainability (environmental, economic and personal) Cultural awareness Global citizenship Empathy Rights and justice Integrity. All of our programmes learning outcomes are now linked to these graduate outcomes. The Placement Plus framework supports students’ attainment of the Bucks Graduate Attributes. The initiative involves the embedding of work-related and work-based activity at all levels of all undergraduate programmes at Bucks, increasing the opportunities for students to engage with employers in authentic ‘real world’ settings to boost their employability following graduation. Activity is diverse and covers the full spectrum of work-based activities, from ‘live briefs’ set by employers and employer-run competitions, through to full placement opportunities, while activity scales with the level of study. At Level 4, students primarily participate via Placement Plus Sprint Activities as part of a fifteen-week programme which runs alongside their course programme. Level 5 activity (where placements are not provided) is integrated in specific branded modules and focuses on the application of subject principles in an employment context. Level 6 activity provides students with the opportunity to work directly with employers as an alternative to the traditional project or dissertation.

A Career Confidence Survey to determine the level to which Placement Plus has impacted on the students’ career confidence was undertaken in October 2019. The intention is for it to be completed at the start of level 4 and then repeated at the beginning of each year. A total of 85 students responded during the first pilot and 60% of our students perceived themselves to be at the start of their career journey, followed by career developers and then career changers.

Students suggest that in overall terms they feel more confident in attributes relating to leadership and selfdevelopment, and social and ethical awareness and responsibility, and less confident in attributes relating to creativity and knowledge and its application. Engagement with the Placement Plus Sprint has been outstanding. We have seen a 300%+ increase in activities undertaken on the careers platform in October 2019 compared with October 2018. Building on the service’s ‘Career Start’ approach, we will work across support and academic teams to develop a more consistent approach to welcoming back level 5 and 6 students and engaging them in career planning. We will explore in more detail the aspirations of BAME students, and examine the extent to which students are career-orientated or opportunistic. We will design and implement programmes to help students develop their sense of career orientation, and enhance their understanding of how they can be more successful in their career and job decision-making. Bucks has a long-track record in securing Erasmus+ funding to develop European educational programmes. We have also had successful nominations to the Association of Commonwealth Universities Global Grants for the last three years.

Degree apprenticeships The University has grown its higher and degree level apprenticeship numbers significantly in the last year, to 530, with hundreds more due to start in the coming months. All of our apprentices are in fulltime, permanent positions and span a variety of age groups. Many work in the public sector, contributing to healthcare and we are working towards the start of a new Policing apprenticeship programme which will see hundreds of new police officers trained through two routes; one apprenticeship and one for degree-holders. Our apprenticeship programmes develop skills to a point where career progression is attained, leading to increased pay and employability.

SDG 5 - Gender Equality - Achieve gender equality and empower all women and girls. University The University is committed to equality and diversity in all of its activities. Analysis of the results arising from our Gender Pay Gap reports are key to our continuing efforts to ensure equity and equality in our processes and procedures. In line with the gender pay gap reporting regulations, the University publishes its report and action plan annually. In 2019, the mean gender hourly pay gap for the University was 10.6% and the median was 4.6%. These figures compare favourably with the most recently published Higher Education sector mean among post-92 Universities of 13% and median of 14.7%. The University has seen a positive impact and year on year improvements as a result of the interventions introduced to close the gender pay gap. In response to our Gender Pay Gap report, the University has pledged to sponsor academic and professional colleagues on the Aurora Leadership Development programme to support the progression of female colleagues into leadership. In addition, the University has set up an internal Aurora community of practice, chaired by our Aurora Champion, the Human Resources Director. The community of practice supports initiatives such as celebrating International Women’s Day which provides a platform for engaging with female staff, students and pupils in our local link secondary schools. The University has a range of policies in place, to ensure we actively encourage gender equality, including: – Family Friendly policies (Maternity, Paternity, Shared Parental Leave). – Flexible Working Policy. – Recruitment and Selection Policy. – Transgender policy. The University monitors the rate at which the employee returns to the workplace after a period of maternity leave and this currently stands at a 100% return rate.

The University has changed its recruitment and selection process and launched a new recruitment system called HireServe. The system enables the HR Directorate to anonymise CVs during the application process to eliminate bias during the shortlisting process. The HR Directorate monitors the recruitment and selection process in relation to equality and diversity at all stages of the application process, including short listing, interviewing and appointment. All applicants are asked to complete

an equality and diversity monitoring form which at application stage is anonymous, and reports are compiled by the HR Directorate on a monthly basis and shared with the Senior Management Team. Data is also presented to the Equality and Diversity Committee on an annual basis. The ratio of female:male employees has increased from 57:43 in 2018/19 to 61:39 in 2019/20.

Bucks Students’ Union Each year, Bucks Students’ Union looks to elect eight Executive Officers to provide a more accurate insight to the student experience. These eight roles are completed on a voluntary basis and are responsible for representing the voices of their respective groups. Each of these groups are students who have their own unique challenges alongside those that are common across the student movement. In order to deal better with these issues, the Students’ Union needs to see them from the students’ perspective. Four of the roles are self-defining which include the Executive Officer for Women Students, and the Executive Officer for LGBT+ Students. Work by the officers to achieve gender equality and empower all women and girls across our campuses include: – A campaign targeted at promoting self-love amongst our student body titled ‘I Am Enough’ which turned Valentine’s Day, a day to love others, into a day to love yourself. It was deemed a good opportunity to encourage students to take a look in the mirror, and pick something out they loved about themselves. Following this, a video was released as well as a social media campaign centred on #IAmEnough.

School of Art, Design & Performance projects centred on gender equality: – Woman in a Box: a project which highlights the lack of art by females being shown in public gallery spaces. – Tolerantpole: a project which explores the attitude and level of intolerance of the LGBTQ community in Poland.

The product s very simple to use, cheap to produce, and highly effective at solar water disinfection. The University is also part of a trial of of transparent plastic jerry cans for solar water disinfection in rural communities in Ethiopia. SODIS is a household water treatment that uses sunlight to kill harmful microbes in water stored in transparent containers and is used by five million people in developing countries on a daily basis. However, 660 million people around the world remain without sustainable access to safe drinking water.

These technologies are designed in consultation with families, schools and clinics in Africa and are being piloted in Uganda, South. Africa, Ethiopia and Malawi. WATERSPOUTT technologies will have an estimated market of more than 102 million people in Africa, in addition to 50 million others in Asia, Europe and Latin America.SODIS. The WATERSPOUTT consortium was awarded €3.6 million (3.084 million) by the European Commission under theHorizon 2020 programme to provide affordable access to safe drinking water in remote and vulnerable communities throughout Sub-Saharan Africa and other resource-poor countries. – Clean air / water, sanitation and the public health risks of poor air and water quality and sanitation are explored in our Public Health degree programme as well as in respiratory care modules.

– Solar water disinfection (SODIS) buckets designed by Buckinghamshire New University and made by the Polytechnic University of Malawi are being used by more than 500 families in the Chikwawa region of Malawi, in south east Africa.The buckets kill harmful microbes in water and have been designed at Bucks. WATERSPOUTT is coordinated by researchers at the Royal College of Surgeons in Irelandand aims to reduce the number of people worldwide relying on unsafe drinking water.

WATERSPOUTT aims to increase the number of people who use SODIS by developing technologies that will allow larger volumes of water to be treated. Rather than having to use numerous standard two-litre bottles, using the current standard SODIS process, WATERSPOUTT technologies provide households with larger volumes of up to 20 litres of treated water per day, using just one container.

SDG 6 - Clean Water and Sanitation - Ensure access to water and sanitation for all. Please provide information on your activities towards this goal in the last year

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SDG 7 - Affordable and Clean Energy - Ensure access to affordable, reliable, sustainable and modern energy for all. In February 2020, Buckinghamshire New University pledged to go carbon net zero by 2030 - 20 years ahead of the Government’s target - as part of a Love Our Planet day across its campuses. The University had already exceeding the carbon footprint target for 2020, with a 64% reduction since 2011.

Our energy-saving initiatives include: – Investing in a modern building management system has enabled greater control of utility spend. Our building management system controls heating, cooling and hot water, and increases the amount of time when the plant can be turned off. During the Covid-19 outbreak, this has enabled building services systems to be monitored and managed successfully off campus. – We have installed LED lighting in refurbished areas of our campuses, and detectors to turn off lights when rooms are not in use. – 150 kWp of solar panels have been installed on the main High Wycombe campus. We create surplus energy which we sell back to the National Grid. – All the electricity we purchase and consume comes from a renewable source. – We have installed low flow shower heads in our student accommodation, and have fitted flow controls to urinals. – Insulation has been improved through double glazed windows and roof improvements. – Our mechanically-ventilated buildings recover heat before air is expelled, which is used to preheat air entering the building to save on energy consumption. – Presence detection is now being used in many teaching rooms to control heating systems. – A 140% increase in the amount of renewable energy generated on campus. – Electric vehicles comprise 66% of our fleet. – We specify that our IT equipment must be energy efficient.

– A wildflower garden at our High Wycombe Campus supports biodiversity, and we have created green roof spaces at our Hughenden Student Village Halls of Residence.

SDG 8 - Decent Work and Economic Growth - Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all. – Our vision is to create a great workplace for the people who work at Bucks now and in the future. Core to delivering our vision was the introduction of clear Bucks Values; to ensure people have a voice; inspire institutional pride and build on exceptional characteristics that attract and retain people. All salaries in the University exceed the national minimum/living wage which is the governmentmandated minimum wage for over 25-year-olds. Hourly rates of pay have been standardised against the pay scale to ensure equality in pay for all posts within the University. The University has a consistent approach to organisation design in developing structure and roles linked to curriculum growth and expansion. The University has established Graduate Teaching Assistant roles to enable entry and progression for academics. – The University has embraced the apprenticeship agenda as an employer, with nearly 30 apprentices as either new hire or existing staff. This makes a significant contribution to the diversity of our workforce as well as establishing a pipeline and progression routes for our new talent. – The number of people studying on our higher and degree level apprentice programmes have increased significantly (see SDG4) to 530, with hundreds more due to start in the coming

– We have opened two incubation hubs at our High Wycombe and Aylesbury campuses. In the immediate term these have created three new jobs and once fully occupied, the hubs will provide economic growth and employment opportunities for the area’s start-up and small businesses. We are working with our LEP and local Growth Hub to ensure the opportunities for startups and small businesses are promoted. – Buckinghamshire New University is proud to play its part of one of ten universities working within the Oxford-Cambridge Arc. The arching sweep of land between Oxford, Milton Keynes and Cambridge has a unique opportunity to become an economic asset of international standing – a place that demonstrates the very best of British business and innovation, and for the benefit of local communities and the country as a whole. The Arc already contains globally renowned universities, at the heart of a business, science and technology ecosystem that makes it one of the most exciting economic growth opportunities in the world. Realising this potential can mean more jobs, of a higher quality, for existing communities and future residents, and can encourage international investment and exports for the benefit of local businesses and the national economy. – At the start of each semester, the Students’ Union employs a team of current Bucks students as Freshers’ Helpers to support our new intake of students. This is a temporary position that can fit around students’ other commitments and offers a host of benefits to the student employee including a generous rate of pay and the opportunity to develop skills to boost future employability. More than half of the Union’s elected Sabbatical Officers over the last 10 years were previously Freshers’ Helpers. – The University also recruits students as Student Ambassadors and Digital Ambassadors to support recruitment and widening participation events, and to promote the University and our students’ successes on social media.

See also research on forestry and carbon value chains, SDGs 13 and 15.

months. All of our apprentices are in full-time, permanent positions and span a variety of age groups. Many work in the public sector, contributing to healthcare and we are working towards the start of a new Policing apprenticeship programme which will see hundreds of new police officers trained through two routes; one apprenticeship and one for degree-holders. Our apprenticeship programmes develop skills to a point where career progression is attained, leading to increased pay and employability.

– The University’s conference business based at Missenden Abbey works with the Missenden Walled Garden Charity on maintaining 10 acres of the grounds in the best possible way and ensure the preservation of the conservation area. All fallen trees are replanted and over the last three years we have planted 10 substantial trees within the grounds including a Black Poplar tree which is very rare in England. The historic orchard is under a five-year regeneration plan which includes increase in a number of fruit trees, regeneration of historical trees and introduction of bee hives. The plan is 70% complete within the plan’s first two years.

SDG 9 - Industry, Innovation and Infrastructure - Build resilient infrastructure, promote inclusive and sustainable industrialisation and foster innovation. We have opened two incubation hubs at our High Wycombe and Aylesbury campuses. The hubs will provide economic growth and employment opportunities for the area’s start-up and small businesses. Both hubs foster innovation, one in the med-tech sector, the other in digital innovation. – We have seen the full implementation of a LEPfunded Digital Skills Hub at our Aylesbury campus. As well as the aforementioned incubation space, there has been capital investment in cyber security infrastructure, CAD and AR (augmented reality) training and a mobile outreach facility. The cyber and CAD/AR facilities are being used to enhance the learning of our students. – In the summer of 2019, the University invested £1m in its Aylesbury campus, converting a floor of what was general teaching space into a highspecification nursing and care facility, comprising a living lab simulation suite, adult and child nursing suites and seminar rooms. These facilities will host hundreds of new health and care students in the coming years, as well as being a test-bed for health innovations and linked training. – Bucks Health and Social Care (HSC) Ventures programme - led by Bucks New University and funded by the European Regional Development Fund (ERDF) - aims to help solve health and social care challenges by introducing business innovations to market. The programme has provided individualised support and market access to a select cohort of early stage businesses and has also facilitated larger conferences for businesses, our partners and other stakeholders. The delivery partners for Bucks HSC Ventures include Bucks Healthcare Trust, Bucks County Council, Bucks Clinical Commissioning Group, Oxford Academic Health Sciences Network and Bucks New University.

industry expertise, NHS patients and other enabling partners. – The School of Art, Design & Performance organised Creative Futures Week in January 2020 with opportunities for all staff and Art, Design & Performance students to get involved in most sessions. Industry professionals led workshops and gave talks on topical issues including sustainability; responsible fashion; the impact of design on wellbeing; and how innovative materials are being created in response to global challenges. – One of our Art & Design students created Urban Greening, a project to highlight the way that urban conurbations can be improved through the use of simple planting techniques within a city environment. – As a University community we place a high emphasis on Fairtrade and the University and Bucks Students’ Union have signed a joint Fairtrade policy. We further promote Fairtrade each year with the Smile campaign, which involves student volunteers handing out Fairtrade bananas and flapjacks to early morning commuters in exchange for a smile. All items include a Fairtrade fact to encourage members of the local community to buy Fairtrade. Our Fairtrade ambassador also hosted a Fairtrade breakfast, attended by Mike King, Chairman of Wycombe Fairtrade, who spoke to students about the importance of Fairtrade. – Bucks Students’ Union’s Green Society have organised several initiatives including a second hand clothes stall, promoting the environmental aspects of buying second hand. They also invited a guest speaker from Dopplle to speak about sustainable fashion and eco living, and hosted a soap-making session to promote sustainable living. The Green Society also organised for local company, Harry’s House Refills, to set up shop once a month within the foyer of the Students’ Union to promote plastic-free shopping. The company sells loose, bulk food and plastic free items by weight, volume or item and students bring their own containers.

– MedTech SuperConnector programme: Bucks New University is part of a consortium of eight higher education institutions that are tackling challenges in the MedTech SuperConnector programme. Led by Imperial College London, the MedTech SuperConnector is an open experiment in medical technology acceleration, combining research academic institutions technology transfer offices, three science business incubators,

SDG 10 - Reduced Inequalities Reduce inequality within and among countries. At Bucks New University, we’re proud of everyone in our diverse and inclusive University community. We work tirelessly to break down barriers to ensure that everyone can succeed and reach their full potential. Throughout our history we have opened our doors to people who would otherwise have been excluded from education. – Our vision is to be a vibrant inclusive community that inspires learning, develops potential, widens participation and ambitiously transforms lives. We strive to create a work and study environment which is not only free from any form of discrimination but actively celebrates and values diversity. We are committed to equal opportunity across all the ‘protected characteristics’ defined in the Equality Act 2010. Equality Diversity and Inclusion (EDI) underpins our values and influences everything we do. – Bucks New University has a proud history of offering employment-focused and skills-based learning and removing barriers to participation in higher education. We are focused on providing an education that works for all regardless of background or circumstance; provides students with skills for life, able to meet the global challenges of the 21st Century; and is ethical and sustainable, from a University that always meets its social responsibilities, to students, to staff, and to society. Our Impact 2022 strategy builds on our historic mission to transform lives through inspiring, employment- and profession-focused education, enabling people positively to impact society and their future.

– Equality and diversity is embedded in all the people policies and procedures and is at the heart of the University’s People Strategy. The University measures the impact of its equality and diversity initiatives through the employee survey which includes an equality index. 80% of employees were satisfied or very satisfied with the University’s performance, Employees from black and minority ethnic backgrounds were more engaged than White/Non-White employees across the University. These results were driven by the University’s focus on positive employment practices. In 2019, the University Executive Team and Management Group undertook an activity to refresh our organisational Values and an aligned Bucks Behaviour Framework. The new values, DRIVE for Excellence (Dynamic, Responsible, Inclusive, Visionary & Empowering), set out the standards for all employees, with underpinning behaviours embodying positive indicators as

expectations against nine behaviours. – The Vice Chancellor made a commitment to the principles of the AdvanceHE Race Equality Charter in September 2019. Following an 18-month cross-institutional project to review race equality at Bucks, and the development of an action plan to tackle identified inequalities or concerns, a submission for bronze-level recognition will be made to AdvanceHE in February 2022. – Through working with the Association of University Administrators (AUA), we are embedding sector-led, recognised behaviours into our Human Resources procedures such as Recruitment and Selection and Performance Development Review. The values are embedded in all our people processes and reinforced through our recognition schemes. Staff are encouraged to nominate colleagues who go over and above in their roles. Vouchers are given to winners each month, and overall winners are recognised at the annual Bucks Stars awards ceremony to celebrate staff achievement across a range of categories. – From a development perspective, Equality, Diversity and Inclusion eLearning is an established part of our mandatory induction training for all new staff. The University also offers training in: – Diversity Confidence. – Supporting staff and students with a Disability (both physical & mental). – Equal opportunities in Recruitment & Selection. – Transgender policy. – Unconscious bias. – In the higher education sector, there is an attainment gap where non-disabled students perform better than disabled students. We’re proud that this is not the case at Buckinghamshire New University where disabled students represent around 12% of our student population and are thriving.

– Buckinghamshire New University is proud to host the National Disability Arts Collection and Archive (NDACA) - a world leading resource in education about the disability arts movement – at its High Wycombe campus. The NDACA archive and repository at Bucks is the first physical location of its kind dedicated to Britain’s disability arts movement and features more than 3,500 pieces of artwork. The NDACA wing at Bucks New University is designed to be inclusive, with hydraulic desks for wheelchair users, computers to access the digital collection, and original artefacts from the disability arts movement.Our commitment to NDACA is a symbol of our overall commitment to supporting achievement among disabled people.Speaking at the NDACA launch, London 2012 Paralympic rowing gold medallist and graduate of Bucks New University Naomi Riches MBE said: “It was wonderful to attend the launch of NDACA and I am incredibly pleased that Bucks is its home. When I took up sport in my second year, the university helped me to balance my studies and my sport very effectively which allowed me to succeed in both.’’

#NeverOK: Sexual Harassment, Assault and Violence on Campus Intervention Project Funded by the Higher Education Funding Council for England (HEFCE) catalyst fund for student safeguarding, Bucks New University completed a ‘Hate Crime Cultural Change Project’. This included training and development of University Champions (staff and students), awareness-raising and attitudinal change workshops, campaigns and events, also establishing a system for reporting, tracking and monitoring incidents. The catalyst project involved research that aims to identify the level of hate crime and online harassment within the student population. The collected data will be used to inform the project strands so we can tackle problem areas and administer change if and where it is needed.

Research: engaging people with disabilities in sport and physical activity Sport-related research at Bucks New University covers a range of areas, including coaching, resilience in elite sport, disability sport, sport therapy and exercise sciences.

Our research includes projects undertaken by Drs Ben Clayton and Ben Ives has led to significant local impact, with the development of successful programmes to increase and sustain participation in sport and physical activity among disabled people. As a provider for Sport England’s Talented Athletes Scholarship Scheme, Bucks is also supporting talented athletes with disabilities.

Jonpaul Nevin is undertaking research into hand cycling performance, a form of Paracycling used by individuals who are unable to ride a conventional road bike or tricycle due to either a spinal cord injury and/or physical impairment. There has been little previous research into factors that affect performance in competitive hand cycling with most previous research taking place in clinical rehabilitation settings. In an initial study, Jonpaul Nevin and colleagues found that compared to endurance training only, an 8-week concurrent training intervention based upon a conjugated block periodisation model appears to be a more effective training regime for improving the performance capabilities of hand cyclists. Jonpaul is undertaking another study to investigate and identify the physiological characteristics that relate to, and which can be used to predict, hand cycling performance. This research is being carried out in partnership with Cardiff Metropolitan University.

Gypsy, Roma and Traveller (GRT) communities – The University’s proud track record to widen participation from GRT communities includes developing a ‘good practice pledge’ to encourage access to higher education from these communities, by bringing together GRT university graduates, other universities, and education charities. We hope this work will be transformational in opening up opportunities for members of the GRT communities to flourish within UK higher education. – The University is committed to celebrating the varied and valued contributions the Gypsy, Roma and Traveller (GRT) communities make to British society, as part of its commitment to encourage members of these communities to participate in higher education. – In partnership with GATEHerts, Bucks researchers are undertaking a pilot research project investigating the psychological and ripple effects of hate crime on Gypsy, Roma and Traveller (GRT) communities. The research aims to establish connections between hate crime, discrimination, mental health and suicide risk. It is generally known that suicide rates are high within GRT communities but specific statistics are not available. The project is due to complete in 2020.

– A scoping report compiled by Professor Margaret Greenfields and colleagues at Anglia Ruskin (Nov 2019) investigated the impact of migration in the Fenland area. Benefits of the project consist firstly of greater knowledge of the employment patterns, residence and accommodation, use of welfare services and support needs of the migrant workers. Secondly, the project will explore with stakeholders, including employers, the potential for devising innovative data-management methods for supplying accommodation and work flow/labour market data on migrant workers’ employment availability as well as supporting supply of high quality service provision data to local statutory agencies.

SDG 11 - Sustainable Cities and Communities - Make cities and human settlements inclusive, safe, resilient and sustainable. – Buckinghamshire New University works in close partnership with Bucks Students’ Union as part of our wider commitment to make a positive impact to the environment, in the community and across our campuses. The University shares information about its sustainability activities on its website, along with external recognition for our University community’s positive impact. In December 2018, Bucks was awarded a Gold accreditation for Corporate Social Responsibility (CSR) and we were proud to receive the highest Gold standard. – Our staff and students volunteer around 14,000 hours each year to support initiatives to make a positive difference in our local communities. These include raising awareness of homelessness and raising money/providing donations to Wycombe Homeless Connection; beach and river cleans; and supporting the Give to Fresh initiative to tackle hygiene poverty. – The University’s Director of Estates chairs meetings of a Community Liaison group which includes members from the police, local care homes, Neighbourhood Watch, local civic councillors, Bucks Students’ Union and town business partners.

created for mutual support and collaboration, and a number of projects planned with the National Trust at Hughenden Manor, Wycombe District Council, and the Elgiva Theatre in Chesham. – The School of Health Care and Social Work’s community and primary care programmes require students to question: “What is a community?” In the modules associated with these programmes, the meaning of sustainable communities from a health and social perspective are examined. Community capacity building and community development initiatives are explored. Examination of the Marmot review and Marmot cities is investigated and discussed to see how to improve the life chances of people within these cities improving population health and wellbeing. – Clean air / water, sanitation and the public health risks of poor air and water quality and sanitation are explored in our Public Health degree programme as well as in respiratory care modules. – Students on BA (Hons) Graphic Design and BA (Hons) Illustration worked together with Computing students and the Community Safety & Wellbeing Team on the Safe Places scheme for Buckinghamshire County Council. Students worked in cross-disciplinary teams to design and a build a website/app to be used by the local community to offer support for vulnerable people in being more independent. – Graphic Design and Illustration students also designed the identity, posters, leaflets and films for the Bucks New University #NeverOK campaign to raise awareness of sexual violence on campus. In addition to projects with Thames Valley Police and Hughenden Parish Council, they have also created a storyboard for One Recovery Bucks (adult drug and alcohol support service for Bucks County Council) which illustrates the treatment and recovery journey of a service user. – Our Dance students put on an end of year show each summer and local schools, care homes and other community groups are invited along to watch the matinee performance for free. This helps to bring the local community together and gives the opportunity of watching dance and attending the theatre to individuals who may not normally have this chance.

– Professor Sri-Kartini Leet is part of the newlyformed Buckinghamshire Cultural Strategy Group which explores how creativity and culture can enhance quality of life, health and wellbeing for the people that live and work in the county. The group also contributes to other key agendas and policy areas for Buckinghamshire, including skills, education, growth and regeneration. To date, networks of creative/cultural players have been

– Each year final-year Dance students plan their own collaborative project and are encouraged to work with local charities to raise awareness/ funds through their planned performance event. Last year 19 students worked alongside the charity Buckinghamshire Mind and raised over £700 for the charity through their dance gala event ‘We Think Blue’. – The University’s Missenden Abbey conference centre supports the local and national charities by holding fundraising events throughout the year. Over the last 7 years it has supported charities including: Rennie Grove Cancer Support, Thames Valley Air Ambulance, Roald Dahl Children’s Charity, Thomas Ball Children’s Cancer Fund. We provide proceeds from the entrance fees and support in running the event by encouraging the staff to volunteer. This has raised over £10,000 in financial support to the charities. Our main support goes to the Missenden Walled Garden Charity which provides learning and social support to the people with learning disabilities.

SDG 12 - Responsible Consumption and Production - Ensure sustainable consumption and production patterns. – In February 2020, Buckinghamshire New University pledged to go carbon net zero by 2030 - 20 years ahead of the Government’s target - as part of a Love Our Planet day across its campuses. The University had already exceeding the carbon footprint target for 2020, with a 64% reduction since 2011.The Love Our Planet day was celebrated with environmentally-friendly activities, including Fashion and Textiles students unveiling a ‘tree hug’ piece created from recycled materials which was displayed on a tree in the High Wycombe campus.Staff and students shared their pledges on how to be more sustainable by writing on sustainable bunting which was created from scrap material left over from students’ fashion and textile projects. – We manage and dispose of our waste responsibly and have achieved a 12% year-on-year reduction in the amount of waste produced across our three campuses: – Recycling facilities are available for paper, card, plastics, metal, electrical equipment, batteries and mattresses. Our recycling rates are currently at 49%, and increasing.

– We are working on food recycling at our campuses and halls of residence, and coffee cup recycling for our cafes. Customers

using a reusable Bucks cup already receive discounts on hot drink purchases to discourage the use of paper cups. – Office furniture is reused and repaired until it is no longer economical to do so. – Waste that cannot be recycled is sent to a waste-to-energy plant where possible, and to landfill as a last resort. All hazardous waste is stored in suitable containers and disposed of by specialist contractors using best available techniques in 2016. This scheme collects donations of household items from students, such as crockery and bedding, and makes them available free of charge to new students. – Usable duvets left in our student accommodation are donated to the YMCA, and the remainder are donated to Stokenchurch Dogs’ Home. All donations are delivered using the University’s electric car, the post bus or are collected in person to minimise our environmental impact. – Our students engage in volunteering which supports environmental projects such as beach cleans, litter picking and recycling initiatives. – We have removed more than 5,000 plastic straws from our bars and cafes. – The Bucks New Usage upcycling scheme - which won a Green Apple Award for Environmental Best Practice - redistributes used and wanted items from student accommodation, such as crockery, kettles and kitchen equipment, to new students. This is both sustainable and helps our students to save money they would have had to spend to prepare for University life. – Bucks’ Students’ Union runs campaigns across campus to promote sustainability: aiming to lower our carbon footprint and encourage students and staff to do their bit for the environment. Students are given the opportunity to take the lead in running campaigns which tackle issues that matter to them most and are provided with the support and guidance to ensure that the campaigns have the desired impact, in collaboration with the University.

– In 2019, the Students’ Union’s Green Ambassador, Darren Hannay wanted to challenge the institution to be more sustainable by focusing on the use of paper, especially within courses. By challenging the wasteful use of paper for assignment handins and holding discussions with academics on amending dissertation submissions to solely digital formats. This campaign has been successful with two of the University’s seven Schools now changing the need for paper submissions. The campaign also influenced the Students’ Union office staff who made a pledge to only hold paperless meetings, reducing an estimate of 17,500 pieces of printed meeting papers.

Within our teaching: – Our courses within the School of Art, Design and Performance embed a significant number of the SDGs into its underlying course philosophy which believes in the power of design to question, highlight and challenge issues that affect our planet and its inhabitants. This philosophy often manifests itself in projects that students undertake particularly at Level 6. The responsibilities of the designer are explored in both theoretical and practical areas of the course. These are often related to sustainable production methods and economic models that have the least impact upon the earth’s resources. The Hannover Principles of Sustainable Design and a Cradle to Cradle philosophy underpin the courses’ sustainability agenda. The circular economy is debated and discussed to prompt students to re-evaluate how their work might directly be able to eliminate waste and the continual use of resources, both in terms of the materials they use and in the ideas that they develop to initiate audiences and consumers to think about their resource impacts. We also encourage students to engage with the Double Diamond Design process (Design Council) to encourage students to not only solve design problems but also to innovate by identifying problems within the context of current and future social and sustainability agendas.

In response to the changes in legislation and guidance from the United Nations, expanding transparency throughout the fashion and textile supply chain is a subject that has been embraced by the Fashion Design and Textile design programmes at Buckinghamshire New University. – To ensure students are able to develop greater awareness, and an ability to critically evaluate historic and contemporary methods that were used throughout the design and production of textile and garment production, a series of guest lecturers provide opportunities to learn about and debate practices in the sector. The visiting lecturers from industry professionals extend knowledge on many areas and subjects related to mass consumption production methods and circular economy. For example, the decimation of Mongolian grasslands due to the demand of cashmere, recycling or manmade fabrics, and the types of dye and alternate environmentally friendly manufacturing processes for textiles. In addition, students are attending workshops on alternate processes that are considered to have a safer ecological footprint, for example using the laser cutter to create ‘stonewash’ finishes on denim, or etching on velvets to create Devore style fabrics, without chemical application and significantly lower water consumption. Enabling students to compare, analyse and consider the implication if used in manufacturing on a wider scale and preparing them as designers for the future. – Through curriculum changes across contextual and design modules that encourage awareness and informed choices to be made by the students, many are now developing their research practice in the final year projects to consider how attributes of Responsible Consumption and Production can reflect their opinion and inform their career choices.

BA (Hons) Fashion Design and BA (Hons) Textile Design programmes:

– ‘When we think of industries that are having a harmful effect on the environment, manufacturing, energy, transport and even food production might come to mind. But the fashion industry is considered by the UN Conference on Trade and Development (UNCTAD), to be the second most polluting industry in the world.’ (news.un.org: 2019).

Examples of student work: – Danielle Flaherty: BA (Hons) Fashion Design final year student who has focused on upcycling denim and experimental methods to change the appearance of denim. Having met with visiting lecturers from New Star Group, international manufacturer and supplier of jeans, to most high street brands, to understand the difference a designer can make from product development through to retail and WGSN. – The importance of the sustainability theme has resonated with our partner colleges and been influential in revalidating the BA (Hons) Fashion Design and BA (Hons) Fashion Business degree programmes at Amsterdam Fashion Academy. – In the Textiles department, we have worked with some key commentators on the issues of Sustainability including Purva Chawla from Materials Driven and Alice Wilby from A Novel Approach. We have a current Research project to put in place a Sustainable Materials Library by Sept 2021. The intention is to have a collection that serves multiple courses within the School, focusing on sustainable materials (both practical and aspirational). – The encouragement to use upcycling and sustainable materials in implemented through all Studio Modules. We look at production methods for yarn and fabric and discuss waste and pollution as part of the curriculum. We have a final-year student Emily Hopkins, growing Biomaterials as her Final Major Project. Sophie McGoldrick is using Polyester made from recycled plastic bottles within her Surface samples and Gemma Singleton is using images that include the theme of Biophilia (connectivity to the natural environment) in her print collection. – Michaela Springfield who graduated two years ago is showing this year at The Surface Design Show with her collection of cork based Acoustic products, and Polly Redfern who graduated three years ago works for NESTA on sustainable innovation.

– Third-year BA (Hons) Textile Design student Emily Hopkins is among students already playing their part to help the environment and is using a type of ‘vegan leather’ she grows from a symbiotic culture of bacteria and yeast. Emily wants to set an example of the kind of materials the textile industry could use as an alternative to its staple sources of cotton and polyester, commenting that: “Textiles is the second most-polluting industry in the world, so creating alternatives is a simple way to decrease its impact.”

Missenden Abbey’s #20PercentLess pledge includes reduction on reducing single use plastics across all areas of the operation. The steps that we have taken are: – Plastic straws have been removed from the bars. – Plastic cups at the refreshment stations have been replaced with glasses or refillable jugs. – Food packaging has been reduced by a full review of the food suppliers review and now 80% of our food purchasing comes within 10-mile radius. The local suppliers are using open reusable boxes for the provision deliveries. Up to £10,000 per year, which includes all the herbs and salad leaves and seasonal fresh produce is provided from the Walled Garden which is freshly picked on the day. – Paperless culture – all our administration is now paperless. We switched from printing to scanning. – Laundry deliveries are now in large metal cases rather than in individually plastic wrapped bags. This has decreased the use of the large refuse bags by 80% across the operation. – The kitchen waste is sorted and all vegetable and fruit peelings and coffee and tea waste are composted. Our General waste bins have reduced in size since 2015 and now this represents only 20% of the overall waste. – All meeting rooms have recycling bins to encourage all our clients to recycle any waste.

– Beautiful grounds – the project has been introduced in 2018 when we have carried out the review of the large grounds and how to reduce the waste from the seasonal flower beds into 50% perennial flower beds in 2019-20. This has improved the pressures of growing of new plants regarding the plastic trays, water and soil. The compost is now produced on site from our kitchen waste and since 2019 no flower bed compost has been purchased.

SDG 13 - Climate Action - Take urgent action to combat climate change and its impacts. In February 2020, Buckinghamshire New University pledged to go carbon net zero by 2030 - 20 years ahead of the Government’s target - as part of a Love Our Planet day across its campuses on Valentine’s Day. The University is joining others in the HE sector to fight against climate change by building on its existing achievements. On Love Our Planet day the University signed up to the United Nations’ Sustainable Development Goals Accord, declared a climate emergency and joined the Climate Commission Council. – Bucks Students’ Union updated its Waste, Recycling and Environmental Policy this academic year to include a ban of helium and balloons at student led events, and only allow students to claim petrol money when driving to fixtures if they are taking two teammates with them to reducing the number of car journeys. – Bucks Students’ Union also updated the criteria for bids to fund societies which now state that, ‘funding will only be provided for items that are ethically sourced and environmentally friendly where possible and also where possible, be Fairtrade products’. – Missenden Abbey has taken steps since 2014 to reduce energy costs by ensuring that all areas not in use are set at the lowest settings including bedrooms, meeting rooms, offices and corridors. A regular maintenance plan has been in place since 2014 to ensure that this is in place and monthly Brand standards checks are carried out by the management. This means that any outstanding faults are dealt with in the shortest possible time. This has resulted that all faults are now completed on average within 48 hours. – Bucks has a long-track record in undertaking environmental research through a number of European and International projects relating to conservation and sustainability. Specifically, these have focused on forest production systems and research outcomes have contributed to EU and International policy changes, increased entrepreneurial capacity building and educational models. In the last year, projects have included:

The project examines how European islands and archipelagos can flourish economically alongside the EU’s Blue Growth strategy for sustainable progress in the marine and maritime sectors. It is also looking at how economies will grow as decarbonisation develops, focusing on the Baltic islands, Malta, Sardinia, Madeira, Cyprus, Sicily, Crete, Corsica, Canary Islands, Balearic Islands and the Azores.

European Hub on New Challenges in the Field of Essential Oils - EOHUB The European Hub on New Challenges in the Field of Essential Oils, EOHUB, co-funded by the ERASMUS + Programme of the European Union under Knowledge Alliance call, will contribute to achieve smart, sustainable and inclusive growth, through stimulating entrepreneurship and innovation in the field of essential oils (EOs), fitting within the EU 2020 strategy. It does so by providing a strong partnership between higher education institutions, their research departments, and business, making the knowledge triangle work in a relative new sector with increasing opportunities for research, innovation and economic growth. EOHUB aims to increase the capacity of higher education institutions and business to integrate research results and innovative practice into the educational offer, and to exploit the potential for marketable process, methods and services in the field of EOs. Moreover, it helps graduates and PhD students to develop new entrepreneurship activities and marketable services in line with their curricula, which too often remain only at the level of “theoretical applications” and “case studies”.

Carbon Neutral Management of Sport Marinas - INCAMP Co-ordinated by Bucks and funded by the Erasmus+ capacity building in Higher Education programme, INCAMP will develop an International Masters Module programme for the Carbon Neutral Management of Sport Marinas. INCAMP aims to

SDG 14 - Life below Water Conserve and sustainably use the oceans, seas and marine resources for sustainable development. During this academic year, Bucks Students’ Union offered students the opportunity to participate in two beach cleaning events. In October 2020, students visited Bournemouth and in February 2021 a beach clean took place in Brighton. More than 40 students engaged with each beach clean and a total of 22 bags of rubbish were removed from the beaches. Two student societies organised a litter pick project to clean along the River Rye in High Wycombe. A member of the Students’ Union’s staff cleaned up Wendover canal with the Wendover Arms organisation and we have since developed a strong partnership which will generate increased volunteering activity in the coming year.

SDG 15 - Life on Land - Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss. The University has planted and maintained a meadow garden of wildflowers in one of the only green parts of our town centre campus in High Wycombe. Bucks is undertaking environmental research through a number of European and International projects relating to conservation and sustainability:

Bucks is a partner in the SOCLIMPACT project, a EURO 4.5 million innovation action project funded by the EU Horizon 2020 scheme. As part of the decarbonisation portfolio, SOCLIMPACT models climate change effects and their socioeconomic impacts in European islands for 2030–2100. Decarbonisation is the reduction or removal of greenhouse gas emissions from energy sources. The increase in these gases have been linked to climate change. Smaller communities in European islands are more vulnerable to the effects of climate change. The project aims to develop climate projections, assessing impact, risk and vulnerability to the island communities.

trigger modernisation and reinforce education aligned to the needs and opportunities offered by traditional industries. It will provide, assess, and look for the recognition of basic skills needed in carbon management, waste and energy management, transport and logistics management. These skills will include entrepreneurship, foreign languages and digital competences.

Socio Economic Valuation of Climate Impact Chains and Decarbonisation Pathways in European Islands - SOCLIMPACT

Monitoring Hydrological Status of Complex Upland Heath Communities Using Canopy Conductance and Thermal Imaging In partnership with Queensland University of Technology, Earth, Environment and Biological Sciences, Dr Richard Mather is working on this project with the aim of identifying a remote sensible signal for water deficit in the canopy of upland heath vegetation. This project uses small unmanned aerial systems (UAS) for remote sensing, providing complete coverage quickly and without physical impact on the areas of interest. Numerous projects have developed remote sensing tools for monitoring vegetation changes in areas with limited, sensitive or dangerous access employing visible and near-infra red spectra to identify green vegetation and bare ground. These methods are less practical for upland heath and swamp vegetation, as they are composed of predominantly perennial species that may be able to tolerate periods of drought. The key outcome of this project is integration of thermal infrared imagery to give an instantaneous measure of plant water status by comparing air and canopy temperatures. Integrating thermal properties with visible imagery enhances interpretation of impact and rehabilitation targets. The ability to simultaneously detect vegetation condition and water status as well as thermal radiation properties of surrounding landscape will open numerous opportunities for improved rehabilitation and early identification of hydraulically related impacts. If successfully demonstrated in this project, methods can be transferred to other environments, such as open cast spoil rehabilitation. The mobility and speed of coverage possible with remote imagery allows production of high spatial and temporal resolution vegetation stress-maps to inform management decisions. The recent development of small sensors that are radiometrically calibrated and capture synchronised imagery in visible and thermal spectrums represents an excellent opportunity for developing environmental, rehabilitation and impact monitoring to address concerns of regulators and NGOs regarding hydrological patterns at site and landscape scales.

Field experimental sites will initially employ previously studied communities within the Newnes Plateau State Forest that overlie the Centennial Coal mine sites. These communities hold knowledge of historical conditions and availability of communities with clearly understood mining impact histories. The 18-month project is due to complete in August 2019.

A Rigorous Framework Package for Change Detection in Complex Vegetation Communities Working with the University of Queensland, Dr Richard Mather, is developing an open source dataprocessing framework and a change-detection tool to map changes in vegetation and surface geology, a key priority for satisfying the operating conditions of underground mining operations. The project is funded by The Australian Coal Industry’s Research Program (ACARP), in partnership with BIOSIS Research Pty Ltd.

Socio Economic Valuation of Climate Impact Chains and Decarbonisation Pathways in European Islands SOCLIMPACT SOCLIMPACT is a 4.5 million innovation action project funded by the EU Horizon 2020 scheme. As part of the decarbonisation portfolio, SOCLIMPACT models climate change effects and their socioeconomic impacts in European islands for 2030–2100. Decarbonisation is the reduction or removal of greenhouse gas emissions from energy sources. The increase in these gases have been linked to climate change. Smaller communities in European islands are more vulnerable to the effects of climate change. The project aims to develop climate projections, assessing impact, risk and vulnerability to the island communities. The project examines how European islands and archipelagos can flourish economically alongside the EU’s Blue Growth strategy for sustainable progress in the marine and maritime sectors. It is also looking at how economies will grow as decarbonisation develops, focusing on the Baltic islands, Malta, Sardinia, Madeira, Cyprus, Sicily, Crete, Corsica, Canary Islands, Balearic Islands and the Azores.

SOCLIMPACT is led by the University of Las Palmas de Gran Canaria and includes partners from Spain, Germany, the West Indies, France, Portugal, Cyprus, Greece, Italy, and Malta, with representatives from the 12 EU islands and archipelagos. These representatives are experts and economic agents from the fields of maritime transport, fishing, aquaculture and tourism.

Professor Florin Ioras, Director of Research and Enterprise, is leading the Bucks New University team alongside Research Fellow Ioan Dutca and Research Associate Dr Indrachapa Bandara. The project started in October 2017 and will continue for four years, completing in August 2021.Further information is available on the SOCLIMPACT project website.

Student projects: – Art & Design project: Without Bees, a design project which is graphically exploring the implications of a world without bees. – Textile Design student, has researched and depicted extinct species of animals in her print collection and is also using recyclable materials such as Pinnatex, a new sustainable fabric made from Pineapple leaf fibres and also Nettlefibre based fabrics. – Another Textile Design student has developed vegan ‘leather’ to make lampshades for her final project and says she believes it is an example of the kind of materials which the textile industry could use instead of its staple sources of cotton and polyester.

SDG 16 - Peace, Justice and Strong Institutions - Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels.

academic pressures which one could face during their university experience. By normalising these pressures, the students came together to create a more inclusive environment and promoted a sense of community. On a similar note the mental-health campaign ‘Break the Stigma’ was re-launched following its success from the previous academic year. Students and staff were invited to break sticks in representation of their pledge to break the stigma around mentalhealth and to be more open in talking about issues surrounding the topic. The campaign this year saw strong collaboration with the University’s Head of Students and Wellbeing, Emma Binnie; the SU Advice Centre, and University support services which resulted in a total of 500 pledges to break the stigma. Bucks Students’ Union also launched a ‘BanterOrBullying’ campaign with an aim to invite the University to challenge the culture around banter and bullying and to educate students as well as staff that there is a line and that it can be crossed. Without dismissing the importance of banter within English culture and especially within team-bonding situations, the Vice President Student Involvement wanted to highlight the negative impact that “banterous” behaviour could potentially have for different student groups. Artwork was created to tackle discriminatory behaviours such as bullying, homophobia and racism which reached more than 3,000 Instagram users alone. In an attempt to strengthen the foundations in creating some lasting change within the community, the Union invited the ‘Good Lad Initiative’ to deliver a workshop educating on positive and inclusive behaviour within sports clubs.

Bucks Students’ Union Ensuring that students feel that they are a part of a peaceful and inclusive institution, is very important to Bucks Students’ Union as they recognise that this could have a very significant impact on the overall student experience. It is their mission to ensure that an inclusive environment is actively promoted and maintained throughout a student’s academic journey. Various campaigns brought forward by the 2019-2020 sabbatical officer team and driven by the SU’s sports clubs and societies mirror this mission.

The beginning of any academic year can be quite daunting for university students, especially for first years who are found in very different social environments from those they are used to. ‘UniGotThis’ was a week-long campaign following on from Freshers’ Fortnight where students of various clubs, societies and courses shared their advice on how they dealt with the social and

University research Dr Ciaran O’Keefe and Claire Machan are currently undertaking pilot research to evaluate current attitudes to punishment and rehabilitation of offenders in the UK with outcomes due in 2020. Attitudes toward punishment and rehabilitation have been of interest to researchers within the criminal justice domain for many decades. In addition, such attitudes have been drawn upon to inform policy which, in turn, inform changes (and funding) to the prison system. Typically, governments will favour punitive proposals if there is a sense of a more “punishment-held attitude” amongst the general public. Conversely, funding for intervention programmes may increase if the public favour rehabilitation. This study aims to collect data nationally on the current public attitudes toward punishment and rehabilitation.

SDG17 - Partnerships for the Goals - Strengthen the means of implementation and revitalise the global partnership for sustainable development.

need to modernise its approach to supporting Master and PhD students to conduct research that solves real life problems and that has commercialisation potential. Ghana Tropical Timber Traceability Capacity Building project: Ghana is greatly endowed with resources and has the competitive advantage needed to develop a thriving commercial tropical timber sector. With a very strong export potential in certified products, the country also has excellent climate, rich soil, good port facilities, continuous improvement in infrastructure base and a strategic location near profitable global markets. However, it faces major obstacles due to its limited capacity to conform to international standards. The objective of the project was to enhance the export capacity of Ghana, by creating conditions for strengthening market access capacities in selected European timber markets, establishing a credible market analysis infrastructure and fostering integration into the multilateral trading system while at the same time strengthening local consumer protection. (Outcomes also related to SDG 13) See also SDG 9 (HSC Ventures and MedTech SuperConnector programme).

The University is a founding partner and Chair of the Buckinghamshire Health and Social Work Academy, a partnership between three local universities (Bucks New, Bedfordshire and Buckingham), the local authority (Buckinghamshire Council) and the local NHS Trust. The academy partnership will meet the growing demands of the NHS Trust, County Council and private care providers for student nurses, care and social workers, through undergraduate, postgraduate and higher and degree apprenticeship programmes. The university has given over a floor of its Aylesbury campus and invested £1m to create a specialist nursing and care facility.

Bucks has long-standing relationships with a number of organisations in Europe, including Ukraine, Modlova and Romania. Through a range of Erasmus+ programmes, Bucks has supported the development of international educational programmes and means of support to develop innovation and entrepreneurism. https://bucks.ac.uk/ research/research-at-bucks/education Projects in progress during the last year include the Research Valorisation Training Programme in the Ukraine. The project contributed to the enhancement of the professional development of staff members of the Kharkov National University of Civil Engineering and Architecture. Members of staff involved in the project have significantly developed their ability to promote innovation, entrepreneurship and commercialisation of research results among 185 Master and 72 PhD students. Triggered on the one hand by KNUCEA’s

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Sustainable Development Goals Report 2020

Articles inside

SDG 13 - Climate Action

SDG 16 - Peace, Justice and Strong Institutions

SDG 10 - Reduced Inequalities

SDG 17 - Partnerships for the Goals

SDG 12 - Responsible Consumption and Production

SDG 11 - Sustainable Cities and Communities

SDG 9 - Industry, Innovation and Infrastructure

SDG 5 - Gender Equality

Introduction

SDG 7 - Affordable and Clean Energy

SDG 6 - Clean Water and Sanitation

SDG 4 - Quality Education

SDG 8 - Decent Work and Economic Growth

SDG 1 - No Poverty