Strategy for Creating an Environmentally and Ecologically Sustainable Campus at Stellenbosch University
2013 – 2018
Facilities Management Property Services
In collaboration with: Stellenbosch University Energy Working Group Stellenbosch University Water Working Group Stellenbosch University Facilities Management Stellenbosch University Sustainability Institute Stellenbosch University Sustainability Office
EXECUTIVE SUMMARY
This report provides a strategic formulation for an environmentally and ecologically sustainable campus. The reader should bear in mind that the study was based largely on existing national and international research and that, as a result, several knowledge gaps still exist and need further research in order for this to become a sound and comprehensive guide.
Impacts caused by human activities negatively influence our global climate, the resources used and changes in the earth’s ecosystems. We have to search for ways to address this issue and efforts from all levels of society need to contribute to the attainment of a sustainable environment. Stellenbosch University (SU) can make enormous contributions in operational management, research and possible solutions through its staff and students, who should be vigilant about their everyday actions softening the impacts on the environment.
This report provides information on eight elements influencing the environmental pillars of sustainability within Facilities Management. These elements, including their goals and initiatives, comprise energy, water, biodiversity and landscaping, pollution, carbon foot printing, green procurement, green buildings and green maintenance.
With regard to energy, this report emphasises that investment in renewable and energy- efficient projects is necessary to reduce the greenhouse gases (GHGs) and the impact on resources caused by SU due to its consumption of energy. Goals include a reduction in GHGs and energy consumption, the expansion of buildings while adhering to our electricity capacity, 20% energy usage from clean renewable sources by 2020, a change in the behaviour of staff and students and the incorporation of energy-efficient green-building principles in respect of new buildings and significant upgrades.
In the section on water, the emphasis is on water resources for irrigation and the more efficient and wiser use of water in the landscape. The harvesting of rainwater and grey water for irrigation is a possible solution and needs investigation to reduce the demand on resources. Water supplied by Stellenbosch Municipality is used for human consumption, sanitation and the cleaning of buildings and equipment. Water-conservation initiatives are thus inevitable and part of the efficient use of water resources. Goals include a 10% reduction
i in water usage per unit, an increase in the quality of discharged water, a 30% reduction in water usage for irrigation and a reduction in run-off into the environment as storm water.
The part on biodiversity and landscaping includes habitat fragmentation and green belts, sustainable landscapes and land conservation and environmental areas.
Green belts act as shelter for and enable the movement of wildlife, purify the air, protect aquifers, which enable water to be absorbed into the ground, enable carbon-dioxide sequestration and form important ecological zones that cool the surrounding environment. Goals include 30% of the total area of SU being kept as environmental corridors and 10% of this being managed as ecologically important zones.
The current layout of landscapes needs to be changed into a more integrated soft and hard landscape with water wise species, thus reducing impact on resources. Goals include 80% indigenous trees, 50% low water-use plants and 20% endemic veldt types and hard landscaping materials to be used in new and upgraded landscapes.
Environmental areas of concern, such as Stellenbosch Mountain, river corridors and open areas on SU’s Welgevallen experimental farm, need to be managed in a way that is to the advantage of fauna and flora and that serves the recreational and educational purposes of the community. Goals include the conservation of indigenous vegetation in demarcated areas, the zero tolerance of invasive species, a reduction in erosion encompassing 90% of the area and the attraction of wildlife.
The section on pollution includes a reduction in carbon emissions from vehicles and air travel, the measurement of air quality and the management of waste. Goals include a reduction in carbon emissions, the provision of alternative transport, research into alternative fuels and mitigation efforts both on and off campus. The measurement of volatile organic compounds (VOCs), carbon-dioxide and oxygen ratios, and dust quantities will provide data that can be managed to fall within legislative and environmental limits for air quality. The part on waste describes the importance of taking responsibility for a reduction in general food, biological and chemical waste and for sorting for the recycling and the safe disposal of such waste, resulting in the minimisation of the volumes destined for landfill sites. Goals include a reduction by 80% in general waste destined for landfill sites, a reduction in GHGs from waste and the education of people in waste management.
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The section on carbon foot printing gives an overview of the assessment to be done to provide a GHG inventory in respect of the normal business conducted by Facilities Management. Property Services is to serve as the model for this assessment before it is rolled out to Facilities Management. The goal is to reduce SU’s carbon footprint to a neutral level by 2030.
With regard to green procurement, ecological ignorance drives the unsustainable exploitation of resources and the non-environmentally friendly processes of manufacturing. In an effort to be more responsible, Facilities Management will embark on a programme using certified products from certified suppliers and service providers. The goal is to phase this in over a period and to purchase 80% certified products by 2018.
The section on the construction of green buildings is important, as buildings impact on resources, use energy and water and produce waste and carbon emissions. Implementing guidelines that incorporate some of the principles of the Green Star SA Public & Education Building rating tool in planning and development phases will provide the opportunity to use resources more efficiently in the creation of healthier and more productive environments. The most important goal in this section is the development of guidelines incorporating several green-star building principles.
In respect of green maintenance, focus is on methods and materials used for greater sustainability. This includes materials that are more energy and water efficient and more environmentally friendly. Goals include the use of 80% certified energy and water-efficient material when material is replaced. A programme for the reduction and recycling of building waste will contribute to the efforts of a more sustainable campus.
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TABLE OF CONTENTS
EXECUTIVE SUMMARY i 1. BACKGROUND 1 2. VISION 3 3. PHILOSOPHY, SUSTAINABILITY AND SUSTAINABLE DEVELOPMENT 3 3.1 Sustainability 4 3.2 Sustainable development 5 3.3 Three pillars of sustainability 5 3.3.1 Economic pillar (product) 6 3.3.2 Social pillar (people) 6 3.3.3 Environmental pillar (planet) 6 4. ASSESSMENT OF ENVIRONMENTAL SUSTAINABILITY 6 4.1 Energy 6 4.1.1 Introduction 6 4.1.2 Background 7 4.1.3 Specific initiatives: Past 7 4.1.4 Specific initiatives: 2013 to 2018 8 4.1.5 Goals 9 4.1.6 Strategy 10 4.1.7 Tactical plan of action 11 4.2 Water 12 4.2.1 Introduction 12 4.2.2 Background 13 4.2.3 Specific initiatives: Past 13 4.2.4 Specific initiatives: 2013 to 2018 13 4.2.5 Goals 14 4.2.6 Strategy 14 4.2.7 Tactical plan of action 15 4.3 Biodiversity and landscaping 17 4.3.1 Habitat fragmentation and green belts 17 4.3.1.1 Introduction 17 iv
4.3.1.2 Background 17 4.3.1.3 Specific initiatives: 2013 to 2018 17 4.3.1.4 Goals 18 4.3.1.5 Strategy 18 4.3.1.6 Tactical plan of action 18 4.3.2 Sustainable landscapes 18 4.3.2.1 Introduction 18 4.3.2.2 Background 19 4.3.2.3 Specific initiatives: Past 19 4.3.2.4 Specific initiatives: 2013 to 2018 19 4.3.2.5 Goals 20 4.3.2.6 Strategy 20 4.3.2.7 Tactical plan of action 20 4.3.3 Land conservation and the environment 22 4.3.3.1 Introduction 22 4.3.3.2 Background 22 4.3.3.3 Specific initiatives: Past 22 4.3.3.4 Specific initiatives: 2013 to 2018 22 4.3.3.5 Goals 23 4.3.3.6 Strategy 23 4.3.3.7 Tactical plan of action 23 4.4 Pollution 24 4.4.1 Carbon emissions 24 4.4.1.1 Introduction 24 4.4.1.2 Specific initiatives: Past 24 4.4.1.3 Specific initiatives: 2013 to 2018 24 4.4.1.4 Goals 25 4.4.1.5 Strategy 25 4.4.1.6 Tactical plan of action 26 4.4.2 Air quality 26 4.4.2.1 Introduction 26 4.4.2.2 Specific initiatives: 2013 to 2018 26
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4.4.2.3 Goals 27 4.4.2.4 Strategy 27 4.4.2.5 Tactical plan of action 27 4.4.3 Waste 27 4.4.3.1 Introduction 27 4.4.3.2 Background 28 4.4.3.3 Specific initiatives: Past 28 4.4.3.4 Specific initiatives: 2013 to 2018 29 4.4.3.5 Goals 29 4.4.3.6 Strategy 30 4.4.3.7 Tactical plan of action 30 4.5 Carbon footprint 31 4.5.1 Introduction 31 4.5.2 Background 31 4.5.3 Specific initiatives: Past 32 4.5.4 Specific initiatives: 2013 to 2018 32 4.5.5 Goals 32 4.5.6 Strategy 33 4.5.7 Tactical plan of action 33 4.6 Green procurement 34 4.6.1 Introduction 34 4.6.2 Specific initiatives: 2013 to 2018 34 4.6.3 Goals 34 4.6.4 Strategy 34 4.6.5 Tactical plan of action 34 4.7 Green buildings (construction and the built environment) 35 4.7.1 Introduction 35 4.7.2 Specific initiatives: Past 35 4.7.3 Specific initiatives: 2013 to 2018 35 4.7.4 Goals 36 4.7.5 Strategy 36 4.7.6 Tactical plan of action 37
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4.8 Green maintenance 37 4.8.1 Introduction 37 4.8.2 Background 38 4.8.3 Specific initiatives: Past 38 4.8.4 Specific initiatives: 2013 to 2018 38 4.8.5 Goals 38 4.8.6 Strategy 38 4.8.7 Tactical plan of action 38 5. CONCLUSION 39 REFERENCES 41 APPENDIX 1: Policy: Integrated management of sustainability 42 APPENDIX 2: Facilities Management: Environmental sustainability report: Water, irrigation and landscape 45
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LIST OF FIGURES
Figure 3.1: The three sustainability pillars 4
Figure 3.2: The two models that illustrate the three sustainability pillars 4
Figure 4.1: Energy-efficient goal 9
Figure 4.2: Renewable-energy goal 10
Figure 4.3: Goal of water-usage reduction for the period 2013 to 2018 14
Figure 4.4: The waste pyramid 28
Figure 4.5: Goals for the recycling of waste 29
Figure 4.6: Overview of scopes and emissions across a value chain 32
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LIST OF TABLES
Table 4.1: Tactical plan of action for energy 11
Table 4.2: Tactical plan of action for water 15
Table 4.3: Tactical plan of action for green belts 18
Table 4.4: Tactical plan of action for sustainable landscapes 21
Table 4.5: Tactical plan of action for land conservation and the environment 23
Table 4.6: Tactical plan of action for carbon emissions 26
Table 4.7: Tactical plan of action for air quality 27
Table 4.8: Tactical plan of action for waste 30
Table 4.9: Tactical plan of action for carbon foot printing 33
Table 4.10: Tactical plan of action for green procurement 34
Table 4.11: Tactical plan of action for green buildings 37
Table 4.12: Tactical plan of action for green maintenance 39
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ABBREVIATIONS AND ACRONYMS
BOP Best Operating Practises
DTI Department of Trade and Industry
DWAF Department of Water Affairs and Forestry
ESCO Energy Services Company
GBCSA Green Building Council SA
GHG Greenhouse gas
GIS Geographic information system
CSRES Centre for Sustainable and Renewable Energy Studies
MDGs Millennium Development Goals
PPP Planet People Products
RMT Rectors Management Team
SU Stellenbosch University
VOC Volatile organic compounds
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1. BACKGROUND
The environmental impact caused by human activities negatively influences our global climate and resources and the earth’s ecosystems. Corrective actions are necessary or the earth will not be able to continue to support human life as we know it. South Africa is one of the countries that support global efforts to combat climate change. The challenge is to seek ways to address this issue while ensuring the sustainability of the economy, society and the environment.
A sustainable global environment can be attained only if leap changes are made in energy practices, transformational leadership, creative technologies and human behaviour. This needs efforts from all levels of society, including Stellenbosch University (SU), which, as an institution, can make enormous contributions resulting from operational management, training and the research of possible solutions to reduce impacts on the environment.
SU has included sustainability as one of its focuses for the next few years to form an integral part of the nature of the University. This provides the opportunity to attract a new generation of top students and researchers who want to be identified with a sustainable institute.
SU is furthermore committed to the United Nations Millennium Development Goals, specifically to the goal of Promoting a sustainable environment and a competitive industry, which is embodied in its Hope Project (Us, 2012).
SU understands and describes sustainability as the ability to provide for current human needs and to enhance and develop quality of life without increasing the consumption of materials and energy more than current support systems can tolerate. These support systems should also be able to be renewed so that the ability of future generations to provide for their needs and to enhance and develop their quality of life is not prejudiced. There should thus be a balance with nature (ecology), people (a community of social networks) and the economy that transcends one generation.
Regarding the environment, SU must be sensitive to the ecological footprint on the environment in respect of its activities, such as research, and its facilities, such as its buildings, the Welgevallen experimental farm and its gardens.
SU must also be sensitive to the impact of its activities on people, society and the economy. This is in keeping with the nature of a university, as its core functions of learning and teaching, research and community interaction are directed at people. 1
Financial resources must furthermore be managed in a responsible and sustainable manner to safeguard SU’s continued existence.
In practice, this means that SU, its staff and its students must be vigilant about their everyday actions to soften their impact on the environment.
It is important to strive for equal sustainability at operational, academic and research levels. SU’s strong points, such as research, must support sustainability. Its involvement in the community is needed more than ever in order to understand the realities of the lives of the members of the community and to ascertain how it can contribute to addressing those realities in the context of sustainability.
Sustainability is entrenched in SU’s core functions in terms of its endorsed model. This means that sustainability is the responsibility of every individual and department and not only of specific people or divisions. Each person on SU’s campuses must make a contribution.
Sustainability for Facilities Management means managing and implementing the concepts and projects defined and evaluated through working groups specifically in the environmental sector of sustainability. This will contribute to the way that facilities conduct business within the surroundings of SU.
Scientist’s advocate that the challenge of the future will lie in the transition from a fossil- fuel-based society to one built on safe, clean, renewable energy. The real opportunity in SU’s environment will be the manner in which the young people, together with assistance from management, will step up to make a difference in creative and powerful ways in providing the leadership, the facilities management and the infrastructure and systems to create a sustainable environment.
This challenge needs to be analysed holistically, as the cost of solving a problem should not be greater than that of the problem itself. Feeling good as opposed to doing good also needs to be considered in the development of strategic plans. Many so-called feel-good projects, such as the development of hybrid cars, the recycling of waste products, the use of efficient light bulbs and the upholding of earth hour, may well be implemented but these alone contribute only a small portion towards a solution and do not provide the necessary result, unless we drastically reduce our flying, warming, air-conditioning or use of coal for electricity and fuel generation. The real answers will result from research and development. A possible solution could be the development of a plan from the concepts
2 summarised in the following table, with the biggest contribution being made by research and development:
Energy Research and Global-warming Geo-engineering Opportunities engineering development impacts Green energy Artificial volcano Algae Rising sea level Health Solar energy Sea-water boats Carbon-neutral fuel Inland flooding Hunger
Wind energy Sucking CO2 Nuclear waste Urban heating Water Wave energy (Buying time) Wave power Education
2. VISION
The vision for sustainable facilities is that the core value of sustainability becomes the everyday business both of all departments within SU and of society at large. Students will then not need a guide on sustainability in the future, as this will be integrated into a sustainably run campus. This can be achieved through sustainability drivers being integrated in learning programmes that prepare students both intellectually and practically for a green-minded economy and workforce. By practicing sustainable activities, Facilities Management can contribute to SU’s knowledge base and student education.
3. PHILOSOPHY, SUSTAINABILITY AND SUSTAINABLE DEVELOPMENT
SU is propagating organisational structures, leadership styles, procurement systems, building designs etc. without knowing their calculated impacts on the earth’s system. The construction of buildings and the development of landscapes impact on the surrounding environmental system, both now and in the future. Buildings, landscapes and communities use resources, such as water, energy and other raw materials, and, in turn, produce waste, air emissions and heat. These also affect energy flow, water balance and the environment, which creates altered ecological systems. This occurs because we cannot depend solely on the earth’s systems to provide us with clean air, a stable climate, food, materials or water.
There is no excuse for not adopting a culture of a more sustainable lifestyle and a way to conduct business by conserving energy, consuming fewer goods and making a commitment to the environment. Such commitment can be achieved by developing goals and strategies to reduce impacts on the environment.
The quality of SU’s strategy and management and its performance in dealing with opportunities and risks deriving from development in the three pillars of sustainability – the
3 environment (nature, the ecology), society (people) and the economy – can be used to identify and select it as a leading campus for investment purposes, making it the preferred campus for students and researchers.
A holistic approach to sustainability therefore needs to be considered and the influence and interrelationships of the three pillars of sustainability mentioned above need to be understood in order for sound intellectual decisions to be made for sustainability to be incorporated into the sphere of business.
3.1 Sustainability
Figure 3.1: The three sustainability pillars
Companies that incorporate sustainability into their business plans refer to this as the triple bottom line (or “PPP”, standing for “planet”, “people” and “products”). This distinguishes them from other companies and adds a preferred benefit to investors who choose to invest in companies with sound sustainability principles embedded in the way that they conduct their business.
Model 1 Model 2
Figure 3.2: The two models that illustrate the three sustainability pillars
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Model 1 illustrates the three pillars of sustainability using overlapping ellipses, which can be mutually reinforcing. This system served as the model for numerous sustainability standards for many years and indicated the relationship of the three pillars of sustainability. This system does not recognise the ecological limits of growth that affect the sociological and economic pressures shown in Model 2.
Model 2 is the preferred model and shows that the economy is a subsystem of human society, which, in itself, is a subsystem of the biosphere, as illustrated by the three concentric circles. It indicates that both society and the economy are constrained by environmental limits.
3.2 Sustainable development
The concept of sustainable development differs from that of sustainability. The most acceptable definition of sustainable development was described by the Brundtland Commission of the United Nations on 20 March 1987, as follows:
“Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs.”
(Kusterer,Rock & Weaver, 1997)
Sustainability forms part of the environment, the people and the business served by SU; it does not stand on its own. Sustainability, which is included in the business plan of SU, gives the institution of SU a competitive advantage. The improvements in and the aspects of sustainability that are considered need to be included in the daily planning and operational procedures of Facility Management.
The purpose of this document is to highlight practices in respect of sustainability and the impact on the environment and ecology within SU’s surroundings and to determine possible processes and projects that can be implemented in ways that will not degrade other important aspects of sustainability. Practically, this document will develop SU’s understanding of effective sustainability on campus and highlight ideas for debate and implementation.
3.3 Three pillars of sustainability
Broad goals need to be defined and strategies developed for implementation that will result in a positive contribution towards sustainability. Focus needs to be on the three pillars of sustainability, as listed below.
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3.3.1 Economic pillar (product)
Focus Products, students and services - Increase the number of students as SU becomes the preferred campus for its natural sustainable surroundings. - Drive economic growth through SU’s students and employees and its community. - Ensure that SU’s students and its services create value and protect capital assets. - Deliver superior value to help companies and organisations grow around the globe. - Touch the lives of consumers who use certified products and services.
3.3.2 Social pillar (people) Focus Staff and students - Increase social standards, social behaviour and culture change. - Increase health standards and thus well-being. - Conduct business fairly and ethically and respect human rights. - Comply with the laws and regulations and follow the code of conduct that is in place. Communities - Put in place the essentials for a better life. - Increase social standards. - Provide support through charitable giving and community involvement. 3.3.3 Environmental pillar (planet) Emphasis within Facilities Management is on the environmental pillar of sustainability. Work packages that impact on the environment are defined in detail and described in the next few pages.
4. ASSESSMENT OF ENVIRONMENTAL SUSTAINABILITY
4.1 Energy
4.1.1 Introduction
Investment in renewable energy and energy-efficient projects is important in reducing the negative environmental impacts of the energy production and consumption contributed by SU’s campuses. South Africa uses mainly coal as a source to generate electricity, resulting in high levels of emissions and greenhouse gases (GHGs). Cleaner and
6 renewable forms of energy to be investigated are solar energy, wind, wave power and bio- energy. Renewable energy and energy-efficient projects will together, when implemented, reduce the levels of emissions.
4.1.2 Background
Following the power blackouts (load shedding) in 2008, an amended energy plan was accepted for implementation by the Rector’s Management Team at a meeting on 12 November 2009.
This energy plan included
decentralising energy costs to the cost centres of the areas where energy is consumed with effect from 2011; communicating regularly with SU’s energy users; creating an energy-savings culture; and providing SU’s energy users with regular monthly management information on energy consumption and corresponding cost.
The objectives of the decisions regarding the energy plan were
to achieve a 10% saving on 2008 consumption as the baseline (in accordance with the government’s Power Conservation Programme); and to decentralise the energy budget.
The driving force behind the energy-management project was (and remains)
a lack of capacity to supply the energy needs of the country during good economic growth; and rising electricity tariffs.
The driving force was not, however, sustainable.
The delay in the decentralisation of the energy budget to 2013 presented an opportunity for the energy-accounting system to be run in trial mode during 2012 to overcome obstacles and further develop and test the system.
4.1.3 Specific initiatives: Past
The old shower heads in residences were replaced with energy and water-efficient shower heads.
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Renewable-energy sources were implemented on a limited scale. The first project was the replacement of geysers with nine solar panels at Bellville Park and, later, on Tygerberg Campus at elective student complexes. The annual Eskom Energy Challenge was implemented in residences to encourage students to use energy and water responsibly. Awareness and campaigns resulted in articles being published, a poster campaign being launched and stickers being used. The Power Watch monitoring system was introduced. Building-energy audits were undertaken for six buildings and the results built into a business plan for implementation. Energy allocation for each building was brought into line with Power Watch in the preparation of the 2012 budget. The energy-accounting system was run in parallel with the financial system, which enabled users to track their energy expenses against their cost but without live transactions. Another six buildings were audited for ESCO and interventions were identified during the building audits. An energy working group was established. The Facilities Management building, incorporating some energy-efficiency principles, was completed. The obsolete Enermax meters and several other meters in the residences and buildings were replaced with automatic meter-reading-type meters and incorporated into Power Watch real time.
4.1.4 Specific initiatives: 2013 to 2018
The year 2013 will be characterised by the implementation of the following energy-efficient projects:
A 1 MW solar-energy project by Engineering is to be evaluated and implemented. Bio-energy projects for bio-gas at Welgevallen farm and a biomass project on campus are to be evaluated. Data-centre energy-saving projects are to be investigated. Wind energy is to be tested by Engineering at SU’s Mariendahl experimental farm. Energy-efficient projects are to be implemented.
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4.1.5 Goals Savings: A reduction of 5% in GHGs and emissions per unit against 2008 values.
A reduction of 10% of 2012, as the base, in energy consumption measured in kWh per full-time effective student. This is the energy-efficient goal.
Energy Usage per Student 2700 2650 2650 2600 2550 2500 2450 2385 2400 2350
kWh Enrolledper Student 2300 2250 2012 2013 2014 2015 2016 2017 2018
Figure 4.1: Energy-efficient goal
Expansions: The expansion of buildings within SU’s currently installed electricity capacity from the grid. Renewable energy: 5% in 2015
10% in 2018
20% in 2020. This percentage of SU’s energy must come from renewable and cleaner sustainable energy, such as solar energy, wind energy, bio-gas and bio-fuels. Electricity from the grid will be less dependable in the next few years due to a lack of capacity during times of economic growth to supply the demand and due to steep rises in the cost of electricity.
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Renewable Ratio 80 0% 70 5% 10% 20% 60 50
40 Renewable Energy GWh 30 Fossil Fuel 20 10 0 2012 2015 2018 2020
Figure 4.2: Renewable-energy goal
Incorporation of energy-efficient green-building principles in guidelines to be compiled and implemented for new and significant upgrading by 2015.
4.1.6 Strategy
The above goals can be achieved through the implementation of the following initiatives:
The evaluation and recommendation by the energy working group of energy projects and new initiatives presented by individuals and specialists.
The creation of an energy-efficient – not simply an electricity-efficient – environment through the establishment of systems and processes to improve energy performance within SU and its surroundings, including the investigation and implementation of clean, renewable and sustainable energy projects.
The promotion of awareness and behavioural change through education, training and lifestyle changes by means of
. awareness and information programmes to inform management, staff, students and communities; . the annual Eskom Energy Challenge roll-out to all residences; . the provision of information to a sustainability website; . a real-time energy-monitoring system; and . feedback systems (light/polar bear). The saving of costs through . the decentralisation of energy costs to the cost centres where energy is consumed;
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. the identification of interventions (such as the use of light sensors), by means of building-energy audits, to be evaluated and implemented; . the incorporation of the balance of showers if the project proves to be viable; and . the inclusion of SANS 10400 and SANS 204 regulations and Green Building Council of South Africa (GBCSA) principles in planning and development. The building of alliances with bodies conducting complementary initiatives, such as the Department of Trade and Industry, ESKOM, the Industrial Development Corporation and municipalities.
The creation of a network with specialists through active participation in courses.
The investigation and evaluation of the initiatives mentioned before implementation, which would result in a more sustainable environment.
The funding of the various initiatives, such as the implementation of qualifying energy initiatives, and of new audits.
4.1.7 Tactical plan of action
The tasks for and activities of the energy action plan are incorporated in Table 4.1.
Table 4.1: Tactical plan of action for energy
Task Activity Time
Evaluation of projects by Evaluate new projects for proposal. 2013–2018 working group Create energy-efficient projects. 2013–2018
Implementation of Implement the 1 MW solar projects. 2013–2014 renewable projects Evaluate the bio-energy project. 2014 Implement the bio-energy project. 2015 Investigate wind energy at Mariendahl 2014 farm.
Introduction of data- Investigate energy savings. 2013 centre savings
Implementation of Roll out the balance of showers. 2014 energy-efficient projects Conduct a new energy audit. 2014 Evaluate the building-energy audits. 2013–2015
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Investigate equipment, such as 2014 washing machines.
Decentralisation of Put the decentralisation system into 2013 energy costs operation.
Creation of awareness Bring about behavioural change. 2014 programmes Undertake training and information. 2013–2018 Implement the Eskom Energy 2013–2018 Challenge. 2014 Provide feedback on visual systems. 2014 Create a sustainability website. 2013 Investigate an energy-monitoring system.
Inclusion of GBCSA Develop a check-list to include in 2013–2014 energy planning.
4.2 Water
4.2.1 Introduction
Water conservation is important to SU as a means of reducing costs, especially since it is one of the largest consumers of water in the region. The ever-increasing demand for different uses of water on campus results in huge pressure on water resources and the institutions tasked with managing these resources, especially in our region with its long warm summers. The wise use of water on SU’s campuses could therefore also go a long way to reducing environmental stress on the region. Limited fresh water is available and trade-offs need to be made between water for human consumption and water for environmental fresh water. Water-conservation initiatives include water-saving devices, the reuse and recycling of water and improvement in water quality. Furthermore, due to the increase in student numbers and thus a more concentrated population, SU’s infrastructure, such as storm-water and sewerage works, is under severe pressure and measures need to be found to balance water-related impacts on the environment.
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4.2.2 Background
Water is supplied by Stellenbosch Municipality for the use of, for example, human consumption, sanitation and the cleaning of equipment and buildings. Water from the Eerste River is used for irrigation on campus but extra water needs to be released for irrigation levels to be acceptable at the end of February.
4.2.3 Specific initiatives: Past
The river programme between the municipality and the Department of Water Affairs and Forestry, on the one hand, and SU, on the other hand, as the stakeholders, was adopted. Terms of reference were developed for a water working group. Experts were identified for the water working group. The water working group was launched. Water-efficient projects, such as the installation of water wise shower heads, were initiated. Radio scheduling for irrigation was implemented.
4.2.4 Specific initiatives: 2013 to 2018
The water demand of and discharge by facilities are to be measured.
The highest water-consuming practices are to be determined.
The quality of water provided on demand and discharged are to be measured.
Water for floors and irrigation is to be recycled.
Waste water is to be used for building sewerages.
Behaviour change is to be brought about as an opportunity for making positive change collectively. Irrigation and scheduling: The operational timing of all the controllers is to be adjusted to the needs of the vegetation using rain sensors and soil probes, as indicated in Appendix 2. Irrigation is to be scheduled for times of low evapo-transpiration. Radio controllers are to be used more for the automatic scheduling of irrigation. Rainwater harvesting is to be used for irrigation. Waterless urinals are to be introduced to reduce waste-water volumes. Water wastage is to be reduced through the use of pervious paving. 13
4.2.5 Goals
A 10% reduction in the usage per capita of water provided by the municipality to levels lower than those of 2012. An improvement in the quality of discharged kitchen waste water to the municipality. A 15% reduction on 2012 values in water used per area for irrigation by 2015. A 30% reduction on 2012 values in water used per area for irrigation by 2018. A 30% reduction of storm water into the sewage system. A reduction in water run-off into the environment (storm water) measuring the water table.
Water Usage per Student 18.0 17.4 17.5 17.0
16.5 16.0 15.3 15.5 15.0
14.5
Kilolitre Enrolledper Student 14.0 2012 2013 2014 2015 2016 2017 2018
Figure 4.3: Goal of water-usage reduction for the period 2013 to 2018
4.2.6 Strategy
The above goals can be achieved through the implementation of the following initiatives:
The determination of the origin of water and the sustainability of resources.
The measurement of water demand and the determination of the facility that impacts most on water demand and the quality of grey water (in respect of leaching and chemicals, for example).
The scheduling of irrigation according to plant demands and low evaporation.
The reduction of grass, where possible, and the introduction of hard-landscape areas.
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A reduction in water wastage through the use of pervious paving for aquifer recharge.
The implementation of water-efficient projects.
The treatment of water with algae.
4.2.7 Tactical plan of action
The tasks for and activities of the water action plan are incorporated in Table 4.2.
Table 4.2: Tactical plan of action for water
Task Activity Time
Installation of meters Investigate. 2014 Install a contractor. 2014
Measurement of water Measure. 2014–2018 usage Design a system. 2014 Analyse and report. Determine a base.
Bringing about of Launch an awareness programme. 2014–2018 behavioural change Launch a green competition. Use visuals.
Implementation of water- Introduce waterwise showers, low- 2014–2018 efficient projects flow toilets and moisture sensors. Introduce waterless urinals. Investigate equipment, such as washing machines.
The fixing of Ertjies Kloof Appoint a consultant. 2013 Dam Appoint a contractor. 2013
The connection of the Appoint a consultant. 2014 irrigation system to the Appoint a contractor. 2014 dam
The connection of sumps Design a connection. 2014
15 at the DF Malan Centre Implement the system (dam-DF 2014 and swimming-pool to the sump = 350 m, dam-pool = 420 m). dam
The harvesting of storm Test such harvesting. 2013 water from roofs and Design a system. 2014 storage Implement the system. 2015
The introduction of Mulch the gardens. 2013–2018 sustainable practices Introduce meadow lawns. 2014
The introduction of hard Use pervious paving. 2013–2018 landscaping
The recycling of grey water Test such recycling. 2014 Design a system. 2014 Implement the system. 2016
A reduction in the Install soil probes and rain sensors. 2014 frequency of water usage
The introduction of radio- Prioritise areas. 2013 controlled or wireless Investigate the suitability of old controllers modems already installed.
The introduction of annual Design a system. 2013–2018 cleaning
The introduction of a Appoint a consultant to investigate 2013 filtration system to ensure the feasibility of such a system. quality water Implement a system. 2014
Investigate the use of stop Investigate positions and 2013 valves effectiveness.
The introduction of Find a way to bolt lids. 2014 lockable valve boxes
The replacement of Design a replacement programme. 2014 asbestos lines
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4.3. Biodiversity and landscaping
4.3.1 Habitat fragmentation and green belts
4.3.1.1 Introduction
Student numbers are increasing on a yearly basis and impact on the environment.
SU needs to protect, restore and manage the natural environments on and near its campuses, as these, inter alia, shelter wildlife. Activities include sustainable landscaping, natural-area management and restoration, the introduction of green roofs, storm-water management, campus farming and carbon sequestration.
SU’s environmental concerns are not incorporated in spatial plans, which could include corridors as riparian zones for species diversity, movement and shelter belts. Incorporating natural veld in urban design and landscaping is an important conservation tactic that is used all over the world and should be included in SU’s plans.
Green belts act as purifiers of the air that we breathe, using carbon dioxide to sequestrate global warming, they act as aquifers where water can be absorbed into groundwater and they are a very important ecological zone if planned and managed correctly. These belts should be linked continuously across campus as far as possible and would result in a cooling of the environment.
4.3.1.2 Background
A few reserves and open areas remain but these are fragmented and are not linked together. Examples are the Duthie Reserve, the Jan S Marais Park, Koloniesland, the Eerste River and Krom River embankments and Stellenbosch Mountain. These important habitats should be linked together as closely as possible to form a green belt through campus. This would result in the benefits mentioned above.
4.3.1.3 Specific initiatives: 2013 to 2018
A possible green belt is to be measured and plotted using a GIS. A green belt is to be established. The benefits of the green belt are to be quantified.
4.3.1.4 Goals 30% of the total area to be planned as spatial corridors that address environmental concerns. 17
10% of total environmental open areas to be planned and managed as continuous green belts of ecologically important zones.
4.3.1.5 Strategy
The above goals can be achieved through the implementation of the following initiatives:
The measurement and determination of current environmental open areas and conservation areas.
The planning of continuous special green belts through campus to cool the environment.
The control of invasives, erosion and environmental degradation.
The planning and development of green belts.
The quantification of the benefits of the green belts.
4.3.1.6 Tactical plan of action
The tasks for and activities of the green-belt action plan are incorporated in Table 4.3.
Table 4.3: Tactical plan of action for green belts
Task Activity Time
Analysis using GIS Measure, plot and analyse areas. 2013
Identification of green Plan and develop areas. 2013 belts Develop a management plan. 2014 Manage the areas. 2014
4.3.2 Sustainable landscapes
4.3.2.1 Introduction
The character of Stellenbosch’s landscapes is integrated and linked with its oak trees, the plane trees in Victoria Street, a few champion eucalyptus trees and the Eerste River environment. These areas are protected heritage sites and often dictate landscape layout. These landscapes, however, require a large amount of water, especially in our hot and dry summer Mediterranean climate. The original endemic renosterveld on Stellenbosch
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Campus and strandveld fynbos of Tygerberg may not be regarded as “attractive” but they need little water and could be used more in sustainable landscapes.
Human pressure from campus users has grown, resulting in increased student activity and pedestrian flow. This, in turn, has resulted in more soil compaction on lawns and in garden beds, walk-through damage to garden beds, and parking on lawns and parking areas. This has led to a need for an increase in hard landscaping.
It is important to develop the exterior space on campus to allow small groups to participate in active learning experiences and social interaction. The landscape should also be planned and developed using efficient materials for long-term durability and sustainability and integrating both hard and soft landscaping.
The following aspects need to be considered and balanced in the development of a landscape: aesthetics; an interactive learning and social environment; relaxation and recreational areas; impact on resources; sustainability; and benefits to the ecology.
4.3.2.2 Background
SU’s landscapes demand a lot of water in summer, fertiliser and continuous labour and attention to make them aesthetically acceptable. This aspect, together with plant and tree species and more efficient irrigation systems, should be analysed to reduce the impact on our water and electricity resources and make it more sustainable.
4.3.2.3 Specific initiatives: Past
Mulching of the garden at Tygerberg has been undertaken to build soil structure, reduce erosion and weed growth, and advance soil moisture. Plants have been selected to match terrain characteristics. Trees have been planted regularly in the landscape to cool the area down, absorb carbon dioxide, preserve carbon and generate oxygen. An integrated approach to pesticides has been followed in respect of pest management, including the use of organic pesticides. Organic fertilisers have been used for plants to help reduce nutrient loss from the soil. Compost has been made from all the green fibre and reused in the landscapes on campus.
4.3.2.4 Specific initiatives: 2013 to 2018
All garden beds are to be mulched. 19
Plant and tree selection is to be directed towards more water wise plants. Awareness programmes are to be launched to educate the users of the grounds and gardens. A more efficient management system is to be introduced to control moisture levels in soft landscaping. A programme for the removal of problem trees is to be introduced. Pervious paving and root barriers around trees are to be introduced in landscaping. Trees are to be managed as an urban forest on an inventory basis. Biomass from landscaping is to be contained and compost is to be produced. Litter from landscaping is to be recycled.
4.3.2.5 Goals
An increase to 80% indigenous trees and low water users in new landscaping. An increase to 50% low water-user plants in new landscaping. An increase to 20% original endemic veldt types in new landscaping. The use of other material, such as stones, to reduce water demand. The cooling down of the environment.
4.3.2.6 Strategy
The above goals can be achieved through the implementation of the following initiatives:
The rehabilitation of existing gardens over time.
The use of more indigenous plants and trees in new landscapes.
The use of porous paving that is light in colour.
The development of guidelines for future sustainable landscape layouts, including hard and soft landscapes.
The reduction of water and electricity usage through the introduction of a more efficient irrigation system and soft and hard landscaping that is planned better.
4.3.2.7 Tactical plan of action
The tasks for and activities of the landscaping action plan are incorporated in Table 4.4.
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Table 4.4: Tactical plan of action for sustainable landscapes
Task Activity Time
Investigation into Obtain a way leave template from the 2013 contractor liability municipality. 2013 Design an SU way leave form in consultation with Planning.
Introduction of Introduce mulching as part of the tender. 2013–2018 sustainable Introduce meadow lawns as part of the practices Tygerberg landscape. Match plant species with sites for better water wise usage.
Regulation of Install soil probes and rain sensors. 2013 watering frequency
Introduction of Write specifications. 2013 specifications
Involvement of Launch an awareness programme through 2014 students green house committees.
Drawing up of a Develop a master plan that emphasises 2013 sustainable sustainability. landscape plan
Limiting of damage Way leave to include trees. 2013 to trees
Removal of trees Identify problem trees. 2014 Obtain approval for removals as part of landscape upgrading.
Limiting of tree Identify problem trees. 2013 damage to hard Prioritise high-risk trees and obtain the surfaces necessary approval.
Calculation of the Organise this with Forestry students in 2014 value per tree collaboration with an arboriculturist.
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4.3.3 Land conservation and the environment
4.3.3.1 Introduction
There are numerous environmental areas within the boundaries of and adjacent to SU property, such as Stellenbosch Mountain, river corridors, farms and open land. These areas should be conserved and, where needed, rehabilitated and managed to the benefit of the fauna and flora. They should also be conserved in such a way that the community can access them for recreational and educational purposes.
4.3.3.2 Background
Facilities Management made a concerted effort in 2010 to rehabilitate the Stellenbosch Mountain area and Eerste River embankment after the fire of 2009, which resulted in a loss of vegetation and the erosion of roads and landscapes.
4.3.3.3 Specific initiatives: Past
Mountain land was rehabilitated and roads, footpaths and veldt types were restored.
Invasive species on mountain land, along the river and in Bellville Park were weeded as part of the conservation of the fynbos and endemic vegetation.
A fynbos-species area was demarcated for conservation.
Erosion dongas were rehabilitated through mulching and hydro-seeding.
Indigenous trees were planted in an arboretum to reduce carbon foot printing.
Fire prevention was planned and implemented in conservation, experimental and infrastructural areas.
4.3.3.4 Specific initiatives: 2013 to 2018
An information centre for the public is to be developed.
An arboretum is to be developed to mitigate carbon foot printing and enhance education.
An information brochure is to be developed showing mountain-bike routes, veldt- type trails, and jogging and hiking paths.
A permit system with regulations is to be implemented to manage various areas.
Invasive species are to be weeded from mountain land, the river area and Bellville Park as part of conserving the fynbos.
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A new environmental trail in Stellenbosch Mountain is to be constructed and old trails are to be rehabilitated.
The area is to be promoted as a sustainable environment through the holding of events.
4.3.3.5 Goals
The conversion of 60% of the demarcated areas for conservation to indigenous vegetation.
The maintenance of zero tolerance towards invasive vegetation in conservation areas.
The planning of rehabilitation and maintenance to reduce erosion to 90% of the area.
The rehabilitation of the area to attract wildlife.
The use of the areas for recreational, educational and outdoor-sport purposes.
4.3.3.6 Strategy
The above goals can be achieved through the implementation of the following initiatives:
The GIS analysis, identification and management of areas according to an upgraded plan.
The reduction of invasive plants through weed control.
The rehabilitation and management of areas within environmental guidelines.
4.3.3.7 Tactical plan of action
The tasks for and activities of the land-conservation and environmental action plan are incorporated in Table 4.5.
Table 4.5: Tactical plan of action for land conservation and the environment
Task Activity Time
Weeding Chemically weed invasive species. 2013–2018
Fire protection Implement a fire-protection programme. 2013–2018
Development of Survey the area and compile information. 2013 an information Produce posters and information.
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centre Install displays at two areas in the Mountain.
Development of Plant trees as part of carbon mitigation. 2013–2018 an arboretum
Development of Develop brochures that include trails, roads 2013 brochures and other information.
Erosion control Rehabilitate all areas of erosion. 2013–2018
4.4 Pollution
4.4.1 Carbon emissions
4.4.1.1. Introduction
Campus can be part of the solution to reduce carbon emissions and traffic congestion and costs by promoting ideas of mass transport and the use of bio-fuels. More students and staff will result in more emissions released into the air by vehicles and travel by air. Being an educational institution, students and staff also travel a lot and are therefore responsible for producing large quantities of emissions. Modes and methods of transport therefore need to be reengineered to result in a campus that is more environmentally friendly and responsible. Implementing the new mobility plans will reduce the amount of carbon dioxide released into the atmosphere each year equivalent to 3 645 t. This will be a reduction of 13.3% on the present mode of transport. As part of a mitigation project, trees can be planted in the arboretum, on campus and even off campus.
4.4.1.2 Specific initiatives: Past
Indigenous trees have been planted in an arboretum and on campus. Bicycles have been formally implemented as a means of transport. Organic farming was started at Welgevallen farm to avoid the use of fertilisers or chemicals. Facilities Management started a project entailing the use of battery-driven vehicles. A new mobility plan was developed.
4.4.1.3 Specific initiatives: 2013 to 2018
Mass transport for students and staff within and to and from campuses is to be developed.
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The mobility plan is to be implemented.
Bio-fuels are to be used in refuse trucks.
Dining areas in residences are to be provided with food from local farms.
Carbon emissions from vehicles and travel, whether by air, land or sea, are to be measured.
Carbon emissions are to be mitigated.
4.4.1.4 Goals
The cumulative reduction of carbon-dioxide emissions from vehicles with 10 % by 2018.
The cumulative reduction of carbon-dioxide emissions from air travel with 10 % by 2018.
The mitigation, off-set and sucking of carbon dioxide through the planting of effective trees and plants.
4.4.1.5 Strategy
The above goals can be achieved through the implementation of the following initiatives:
The reduction of GHGs through the implementation of various projects.
The introduction of mitigating initiatives, such as the planting of trees and other plants.
The investigation of the use of bio-fuel.
The implementation of more video-conference meetings.
The implementation of the mobility plan in phases.
The provision of food from local farms to dining areas in residences.
The reduction of GHGs through appropriate food, dining and food-to-plate processes.
The implementation of organic farming.
The determination of carbon emissions.
The research and development of alternative fuels and transport modes.
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4.4.1.6 Tactical plan of action
The tasks for and activities of the carbon-emissions action plan are incorporated in Table 4.6.
Table 4.6: Tactical plan of action for carbon emissions
Task Activity Time
Implementation of a Develop a mobility plan. 2013–2018 mobility plan Implement the mobility plan.
Measurement of Measure and quantify emissions. 2014 emissions
Investigation of bio- Investigate bio-fuel options for operational 2014 fuel options activities.
Development of the Plant trees as part of carbon mitigation. 2013–2018 arboretum
Research into food- Research and produce food-to-plate 2014 to-plate processes processes with low emissions.
Investigation into Investigate and implement and create 2013–2018 video conferencing awareness of such conferencing.
Reduction in carbon Investigate projects to reduce emissions. 2014 emissions
4.4.2 Air quality
4.4.2.1 Introduction
South Africa contributes massively towards world emissions in relation to the size of its economy and population. SU contributes by using electricity and by applying chemicals in its vineyards and forestry areas and in its weeding processes on its farms. Even inside buildings, there are VOCs and emissions from paints, cleaning supplies, pesticides, glues, varnishes and chemicals in laboratories. The indoor environment and quality of the air impact significantly on the environment and thus on people’s occupational health.
4.4.2.2 Specific initiatives: 2013 to 2018
Samples are to be measured and monitored frequently. 26
Construction dust is to be reduced through compression methods.
4.4.2.3 Goals
The reduction of emissions from VOCs, of chemicals and of dust to within environmental legislative limits and municipal by-laws by 2015.
4.4.2.4 Strategy
The above goals can be achieved through the implementation of the following initiatives:
The measurement of air quality and quantity inside and outside buildings.
The reduction of dust through compression methods.
The identification and use of materials within acceptable VOC environmental limits.
4.4.2.5 Tactical plan of action
The tasks for and activities of the air-quality action plan are incorporated in Table 4.7.
Table 4.7: Tactical plan of action for air quality
Task Activity Time
Measurement of Measure and monitor air quality at identified 2014 air quality areas in and outside buildings.
Investigation Identify the VOCs in materials used on 2014 into the VOCs in campus. materials Research acceptable environmental limits. Implement the use of materials within limits.
Suppression of Enforce dust suppression during operational 2013 dust activity.
4.4.3 Waste
4.4.3.1 Introduction
Waste means any substance, whether or not that substance can be reduced, reused, recycled or recovered, that is in surplus, unwanted, rejected, discarded, abounded or disposed of and for which the generator has no further use for the purpose of production.
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4.4.3.2 Background
An integrated document on waste compiled for SU has been implemented to sort, reduce and recycle waste. The aim is to sort waste into different streams for the material to be recycled or disposed of correctly and thus minimise waste taken to landfill sites.
Figure 4.4: The waste pyramid
Awareness programmes and competitions are part of the processes of minimising waste.
SU uses bokashi in its food-waste stream in the process of fermenting food waste before it is mixed with green material at the compost site. The resultant compost is reused as organic compost on Welgevallen farm and in SU’s gardens.
4.4.3.3 Specific initiatives: Past
General waste is being sorted into recyclable and non-recyclable waste for recycling.
An integrated waste-management document was compiled and service providers were appointed to sort waste for the different recycling streams.
Wet waste is being collected from SU’s kitchens, mixed with bokashi and fermented to be mixed with compost and reused as organic compost.
A sustainability website was developed to provide such information.
Waste-management sorting for recycling was rolled out to most residences, faculties and administrative departments.
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An awareness programme is being run in the form of a competition among residences for a green trophy.
4.4.3.4 Specific initiatives: 2013 to 2018
An awareness programme is to be rolled out to everybody on campus and all residences are to take part in a competition for a green trophy.
The amount of waste generated on campus is to be reduced.
Energy is to be developed from waste as bio-gas.
Sorting for recycling is to be rolled out to all faculties.
Discounts are to provided for refillable cups.
Zero-waste events are to be held.
Tray less dining is to be introduced.
A paper project is to be included in waste management.
Water fountains are to be introduced.
Scientific research on composting and resources for lower waste production is to be undertaken.
4.4.3.5 Goals
The sorting of 100% of general waste and reduction of 80% of general waste to go to the landfill site from the campuses, instead to be reused or recycled, by the end of 2013.
A reduction by 20% in GHGs caused by waste by 2018, using 2013 values as the baseline.
Figure 4.5: Goals for the recycling of waste
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4.4.3.6 Strategy
The above goals can be achieved through the implementation of the following initiatives:
The management of waste through the innovative and efficient use of resources and the minimisation of emissions into the air, into water and onto land.
The responsible and legal disposal and recycling of waste through the creation of the necessary infrastructure and logistical systems with contracts for sorting and collection. This should include all buildings and public spaces managed by SU.
The assurance of physical safety throughout the life cycle of every product.
The implementation of programmes to reduce, reuse, recycle and compost materials according to the waste pyramid.
The bringing about of behavioural change and development of an ethical culture among students and staff in which responsibility is taken for the general, biological and hazardous waste produced.
4.4.3.7 Tactical plan of action
The tasks for and activities of the waste action plan are incorporated in Table 4.8.
Table 4.8: Tactical plan of action for waste
Task Activity Time
Sorting of waste Roll out this initiative to all faculties and 2013 residences. Measure and manage a sorting system. Analyse and control volumes for recycling and landfill.
Reduction and Develop initiatives to reduce waste. 2014 reuse of waste Install water fountains. Provide discounts to people using their own cups when buying coffee or tea.
Investigation into Investigate options using waste as bio-fuel. 2014 bio-fuel options
Organisation of Host zero-waste events to create 2013–2018
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zero-waste awareness. events
Introduction of Investigate and implement tray less dining 2014 trayless dining in residences and cafeterias.
Implementation of Centralise the paper project to calculate and 2014 a paper project reduce volumes.
Implementation of Run competitions and create visuals in 2014–2018 awareness buildings. programmes
Training of Train students and staff. 2013 people
4.5. Carbon footprint
4.5.1 Introduction
South African businesses are increasingly confronted with the topic of climate change and other social and environmental issues and are fast recognising that their responses to these issues pose both risks and opportunities with strategic and financial applications. SU being in such a visible position in relation to education in South Africa, reporting on and managing its carbon emissions would be a positive step for SU and would send a strong message to government and to SU’s suppliers, students and staff that it is aware of and addressing its impacts on these serious issues.
4.5.2 Background
While the calculation of the carbon footprint of an institution is important, it is what happens after that which ultimately determines the extent of the eco-advantage that is gained. The calculation of a carbon footprint is a critical step in the process, as it provides transparency into the business of an institution. For an institution to manage its carbon emissions, it is critical that an accurate and reliable baseline is established in order for it to measure its environmental performance in the future.
In the case of SU, a carbon-footprint assessment is being conducted to provide a GHG inventory to be used as a baseline. The model will be developed and tested on Property Services, from where it will be rolled out to Facilities Management and the rest of SU.
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.
Figure 4.6: Overview of scopes and emissions across a value chain (adapted from GHG Protocol, 2002)
4.5.3 Specific initiatives: Past
A carbon-footprint assessment was done as part of the transport study.
4.5.4 Specific initiatives: 2013 to 2018
A carbon-footprint assessment process and activities for Property Services are to be developed.
Organisational and operational boundaries are to be set.
Emissions for Scopes 1 to 3 are to be measured.
The above assessment is to be reported on.
A carbon-footprint assessment for Facilities Management is to be undertaken.
A carbon-footprint assessment for SU is to be undertaken.
SU’s carbon footprint is to be offset.
4.5.5 Goals
A 30% reduction in SU’s carbon footprint by 2018 based on 2015 values.
The neutralisation of SU’s carbon footprint by 2030.
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4.5.6 Strategy
The above goals can be achieved through the implementation of the following initiatives:
The conducting of a carbon-footprint assessment for SU to establish an accurate baseline.
The management of a recording and reporting system.
The development and implementation of initiatives to reduce SU’s carbon footprint.
The offsetting of SU’s carbon footprint.
4.5.7 Tactical plan of action
The tasks for and activities of the carbon-footprint action plan are incorporated in Table 4.9.
Table 4.9: Tactical plan of action for carbon footprinting
Task Activity Time
Investigation into Develop a model. 2013 carbon-footprint Assess Property Services. 2013 assessment Report, analyse and evaluate. 2013
Assessment of Assess Facilities Management. 2014 Facilities Report, analyse and evaluate. Management’s carbon footprint
Assessment of SU’s Assess SU and establish a baseline. 2015 carbon footprint
Reduction in SU’s Identify the causes of a high footprint. 2015 carbon footprint Develop initiatives and a programme to 2016 reduce the carbon footprint. 2016 Implement initiatives and monitor 2017 progress against the baseline. 2018 Mitigate and offset the carbon footprint.
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4.6. Green procurement
4.6.1 Introduction
Economic and ecological ignorance often drive the unsustainable exploitation of resources and non-environmentally friendly processes of manufacturing. It is the responsibility of Facilities Management to purchase environmentally friendly products of which the life cycles and manufacturing processes are certified. This should include buy-back procedures for hazardous and e-waste products.
4.6.2 Specific initiatives: 2013 to 2018
A supplier’s list of certified products is to be drawn up. The life cycles of products are to be ascertained. The safe disposal of products is to be investigated.
4.6.3 Goals
The purchase of 50% audited and certified suppliers by 2015.
The purchase of 80% audited and certified suppliers by 2018.
4.6.4 Strategy
The above goals can be achieved through the implementation of the following initiatives:
The promotion of the stewardship certification of natural resources and the protection of the environment.
The assurance of physical safety throughout the life cycles of products, especially when they become waste.
The development of a document and system to ensure the certification of materials purchased and used.
4.6.5 Tactical plan of action
The tasks for and activities of the green-procurement action plan are incorporated in Table 4.10.
Table 4.10: Tactical plan of action for green procurement
Task Activity Time
Assessment of List SU’s certified suppliers. 2014 supplier List the certified products used by SU. 2014
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certification Compile and evaluate a report on 2014 certification.
Implementation of Include certification in the purchasing 2015 purchasing guidelines for products and suppliers. guidelines Ascertain the life cycles and safe disposal of 2015 products. Monitor certificates.
4.7. Green buildings (construction and the built environment)
4.7.1 Introduction
The densification of the campuses will take place according to a master plan but will inevitability impact on the environment. Densification will impact on resources such as water and energy and will generate waste and cause pollution.
Commercial buildings worldwide use about 40% of the world’s energy and are responsible for about 33% of global carbon emissions. They use 20% of water and produce 30% of waste.
Buildings therefore represent the single largest opportunity for greenhouse abatement. Building green is an opportunity to use resources efficiently and address climate change while creating healthier and more productive environments for people to live and work in. Some specifications used in the green-star South African rating system therefore need to be embedded in SU’s organisational drivers that determine decision-making outcomes, or one green building will be constructed followed by several buildings constructed in the usual way.
4.7.2 Specific initiatives: Past
Facilities Management and the new part of the Engineering building are good examples of progress made towards greener buildings.
SANS 10400 and SANS 204 regulations were used in new and upgraded buildings.
Certain energy-efficient products were used in buildings.
4.7.3 Specific initiatives: 2013 to 2018
Compile green building guidelines for US
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Planners trained
4.7.4 Goals
The design, building and operation of buildings in an environmentally sustainable way for the creation of healthier, more efficient and more productive environments.
The development of guidelines to include some green-star principles in all significant building projects.
The promotion of the practice of designing, constructing, maintaining and operating green buildings.
The improvement of skills in green building.
4.7.5 Strategy
The above goals can be achieved through the implementation of the following initiatives:
The development and implementation of guidelines for healthier, more energy- efficient and more highly performing buildings that help to promote a clean, sustainable environment.
The compliance of all new and upgraded buildings with the SANS 10400 and SANS 204 regulations.
From 2015, all contractors tendering for building projects, whether for new or renovated buildings, at SU to have been on the Green Star SA Public & Education Building V1 course.
The incorporation of the relevant guidelines into the planning, design and development of all building projects.
The acquisition by planners of the necessary training for the Green Star SA Public & Education Building V1 qualification, available since 2012.
The maintenance by the Planning and Development Department of Facilities Management of a collaborative and informative relationship with the Sustainability Institute and Centre for Sustainable and Renewable Energy Studies (CSRES) and its undertaking to involve them in projects deemed to benefit from collateral input.
The painting of roofs in lighter colours.
The installation of more porous paving with lighter colours.
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4.7.6 Tactical plan of action
The tasks for and activities of the green-building action plan are incorporated in Table 4.11.
Table 4.11: Tactical plan of action for green buildings
Task Activity Time
Compilation of Compile a check-list for the 4 Green Star SA 2013 green guidelines Public & Education Building rating. for SU Cost the rating of such buildings vs that of 2013 conventional buildings. Compare the capital and operational costs of 2014 such buildings over their life span vs those of 2014 conventional buildings. Develop a document, check-list and guidelines for SU.
Green Star Incorporate Green Star (AP) accreditation for 2014 accreditation for the project teams of significant new buildings professionals and renovations.
Training of Train planners for Green Star SA Public & 2013–2014 planners Education Building V1 accreditation.
Development of Collaborate with these bodies in the planning 2013 the relationship phases of some buildings and upgrades. with the Sustainable Institute and CSRES
4.8. Green maintenance
4.8.1 Introduction
Specifications need to be embedded in Facilities Management’s organisational processes that determine decision-making outcomes when maintenance or upgrading is undertaken. 37
Focus should be on the use of materials and methods that are more environmentally friendly, such as appropriate paint, energy-efficient light bulbs, water-saving taps and the appropriate handling of building waste.
4.8.2 Background
Maintenance is undertaken by Facilities Management’s own teams and with the help of contractors on work for reactive and planned maintenance. There have, however, been few concerted efforts during maintenance to upgrade or replace old material with material or practices that are more environmentally sustainable.
4.8.3 Specific initiatives: Past
Facilities Management acquired battery-driven vehicles for its maintenance teams, which has resulted in reduced carbon emissions during travelling for maintenance and repairs.
4.8.4 Specific initiatives: 2013 to 2018
Compile green guidelines for maintenance
4.8.5 Goals
The goals below are targets that we wish to achieve but that need to be evaluated before they are implemented.
The design of Best Operating Practises that focus on environmentally sustainable maintenance.
80% of material used to be energy and water-efficient by 2015.
The certification of 80% of material used by 2018.
An 80% reduction in waste by the end of 2014 according to 2013 values.
4.8.6 Strategy
The above goals can be achieved through the implementation of the following initiatives:
The establishment of a working group to design and develop guidelines and BOP for maintenance with a focus on environmental sustainability.
The implementation of waste-management procedures.
The use of certificate material.
4.8.7 Tactical plan of action
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The tasks for and activities of the green-maintenance action plan are incorporated in Table 4.12.
Table 4.12: Tactical plan of action for green maintenance
Task Activity Time
Compilation of green Compile green BOP and guidelines for 2013 guidelines for maintenance. maintenance
Listing of material Evaluate and compile a list of and guidelines 2014 for materials to be used.
Creation of a waste- Research and develop procedures for waste 2014 management disposal and recycling. programme
5. CONCLUSION
This document was compiled from available research and old documents. The purpose of the document is to provide background on sustainability and to determine where Facilities Management is now and what its way forward is in respect of environmentally sustainable aspects.
Both campus and the biosphere will benefit from the implementation of the strategy through the adoption of a culture of a more sustainable lifestyle by conserving energy and consuming fewer goods. This requires a commitment to sustainability and we need to manage our operations with care for the health, safety and prosperity of our employees, customers and communities and the environment. This will result in a healthier quality of life and students will gain skills, such as teamwork, communication, project planning and statistical analysis. Students will also gain technical skills, such as the processing of renewable energy and measuring of electricity consumption.
The focus points should be measured continuously through auditable systems and open communication and updates on progress should be made available regularly to improve outcomes on a continuous basis. This will ensure a bright future for generations to come.
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The implementation of the systems and projects generated from these objectives will result in an improved sustainable way that Facilities Management conducts its business and thus manages SU as an institution.
It is important for Facilities Management to reduce its impact on the environment and to develop the infrastructure and systems within SU to achieve this.
The most fundamental contribution to the future and well-being of the planet will come from research and thus from the knowledge generated in the working groups. This will create a vision for environmental progress and alternative energy sources that, if implemented, will result in a more environmentally sustainable campus.
This can be done by applying and following the principles that need to be developed for us to conduct our operations. These principles should be directed by guidelines incorporated into the Environmental Management Plan and Environmental Management System to support sustainability.
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REFERENCES
Davids, I., Kealeboga, J.M. & Theron, F. 2009. Participatory development in South Africa. Pretoria: Van Schaik.
Kusterer, K., Rock, M.T. & Weaver, J.H. 1997. Achieving broad-based sustainable development. Sterling: Kumarian.
2012. Sustainability [Online]. Available: http://en.wikipedia.org/wiki/Sustainability [2012,15,11 ].
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APPENDIX 1
POLICY: INTEGRATED MANAGEMENT OF SUSTAINABILITY
As approved by the Stellenbosch University (SU) Council on 20 November 2010
A. PURPOSE
The purpose of the Policy for the Integrated Management of Sustainability is to
1. commit the University to a shared view of sustainability;
2. establish the principle of an integrated network to guide and coordinate campus activities regarding sustainability; and
3. serve as a basis for the Operational and Communication Plan for Sustainability.
B. CONTEXT
The University’s commitment to sustainability, as in the case of its commitment to its students, staff and research success, arises from its mission, namely “The raison d’être of the University of Stellenbosch is to create and sustain, in commitment to the academic ideal of excellent scholarly and scientific practice, an environment within which knowledge can be discovered, can be shared, and can be applied to the benefit of the community.”
This commitment is enhanced by the University’s unique location on the ecologically sensitive floodplain of the Eerste River and its property at the foothills of Stellenbosch Mountain, with the subsequent realisation of the responsibilities that these entail. It finds further expression through the University’s goal to be “a builder of hope” by using science to solve some of the most difficult problems in our country and on the continent, thereby employing new knowledge to equip communities to change their world.
The University has also committed itself to achieving the Millennium Development Goals and, in this instance, specifically “balancing a sustainable environment with a competitive industry”.
C. DEFINITION
Sustainability is the ability to realise current needs, to enhance quality of life and to develop without increasing the use of material and energy to the extent that it overloads supporting systems. Supporting systems can also be renewed in such a way as not to impede the ability of future generations to do the same (http://www.un-documents.net/wced-ocf.htm). There is thus a balance that extends across more than one generation in respect of nature (ecology), people (a community or social networks) and the economy.
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D. POINTS OF DEPARTURE
SU has the following points of departure:
1. It aims to deliver leaders for the 21st century who have the insight, attitude, practices and skills to integrate sustainability into their own lives, their work and their communities.
2. It commits itself to continuous action to integrate sustainability in a meaningful way into all its activities, whether teaching, research, community interaction or operations.
3. It strives to manage its resources in a balanced way, realising and recognising the intertwinement of ecological, social and economic systems.
4. It recognises its uniqueness as a town university situated in a unique landscape, which includes a river and a fynbos biome.
5. It strives for sustainability success in the following areas:
i Teaching and learning: To enable its students to develop the knowledge and skills that they will require as future leaders, with sustainability as an integral part of this.
ii Research: To support research geared to achieving a better understanding of sustainability and to exploit its expertise in science, innovation and technology to find mechanisms to tackle the problem areas pertaining to sustainability.
iii Community interaction: To promote a culture of sustainability and to lead by example in the community and by making available knowledge, expertise, lessons learnt and best practice.
iv Operations, finance and ecology: To improve current operational processes and procedures in order to reduce its ecological footprint, to improve current financial processes and procedures in order to create and maintain financial sustainability, to create a safe and healthy environment for its staff and students and to develop new strategies, processes and procedures in order to remedy deficiencies in operational processes and sustainability. These apply to all the campuses and include the conservation of resources through, for example, water management, energy management, waste reduction and property management.
v Student life: To encourage its students to participate in sustainability initiatives and to practise sustainability in the various forums in which they are involved. 43
6. It supports integrated sustainability for the following reasons:
i Sustainability is integrated meaningfully in all the University’s core functions and operational processes.
ii Planning and coordination can be done in a systemic manner, in other words the focus remains on the overarching process, irrespective of who or which unit or department is responsible for the mutual aspects.
iii The University’s relationship with the town and community and the interdependence of the parties are recognised and managed in terms of their value.
iv. Shared responsibility for and ownership of sustainability are accepted, overarching and with the specific responsibility for actions required in each environment.
7. It develops and implements appropriate measuring instruments to monitor the pursuit of sustainability and to continue to improve “best practice” further. These include an applicable strategic management indicator encompassing all the University’s core functions as well as operations, finance and ecology.
8. It reports in an appropriate and integrated manner on sustainability in terms of the standards determined by, among others, the Higher Education Act, King III and the Global Reporting Initiative.
9. It supports appropriate management behaviour regarding sustainability, including principles such as transparency and accountability.
E. IMPLEMENTATION
Consequent to SU’s overarching sustainability policy, an overarching sustainability operational plan has also been developed. This is managed from the office of the Executive Director: Operations and Finance.
The policy will be reviewed within three years on the basis of the experience gained during its operationalisation. The review will pay attention to, among others, the incorporation of the socio‐political power dimensions underlying the concept of sustainability.
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APPENDIX 2
FACILITIES MANAGEMENT: ENVIRONMENTAL SUSTAINABILITY REPORT
WATER, IRRIGATION AND LANDSCAPE
15 February 2013
Introduction
The total area of the landscaped grounds and gardens at Stellenbosch University (SU), excluding the sports fields, is 49.8 ha. This can be subdivided as follows:
Stellenbosch Campus: 35.6 ha
Tygerberg Campus: 8.9 ha
Bellville Park Campus: 3.3 ha
Each campus has a unique set of conditions that determines the character of the landscape.
Each campus is briefly discussed below.
Stellenbosch Campus
This campus is set in the middle of the central town of Stellenbosch. This comes with all the associated challenges of urbanisation and densification. The original vegetation was a mix of renosterveld (in shale and alluvium soils) and fynbos (in sandstone, granite and shale soils), some of which is still protected in Duthie Reserve. The average rainfall is between 600 and 800 mm per annum and the soils are a sand-clay-loam texture. In general, there is good water retention, which means that less water is needed in the gardens on this campus compared to Tygerberg Campus.
Tygerberg Campus
This campus is situated on the Cape Flats dune fynbos vegetation biome with predominantly loose uncompacted sand over bedrock of Malmesbury shale. The area is windswept and receives an average rainfall of 600 to 800 mm per annum. The seasonal Elsie Kraal River runs along the western boundary and is often heavily polluted. The soil
45 conditions on campus mean that water drains through the soil very quickly, resulting in more frequent watering being required on this campus.
Bellville Park Campus
Soils on this campus are similar to those on Tygerberg Campus, consisting of loose sand over bedrock of Malmesbury shale. The dam at the foot of the hill on the campus provides this campus with water. This water is shared with ProRange Golf and seems to be of a reasonable quality.
Even though the conditions on the campuses differ, many of the challenges of maintaining the landscapes are common to all the campuses.
In this report, the challenges and possible solutions, with the desired or necessary action plans, are discussed.
1. Water resources
On Stellenbosch Campus, water for the irrigation of the gardens comes from the Eerste River. This water, in turn, comes from the Jonkershoek catchment and is managed by the Eerste River irrigation board, of which SU is part. SU pays a pro rata rate for its annual water consumption. Ertjies Kloof Dam is situated at the foot of Stellenbosch Mountain. A big dam, with a pump and water system, is also situated on SU’s Welgevallen experimental farm. The source of storm water and grey water is available on campus.
On Tygerberg Campus, water is available from the Elsie Kraal River and a borehole.
On Bellville Park Campus, water for irrigation is available from the dam.
1.1 Challenges
i. On Stellenbosch Campus, the Eerste River is not sustainable and, at certain times in the month of February, the level of the water is too low for effective pumping from the resource and extra water needs to be released.
ii. On Tygerberg Campus, the water from the borehole is not enough to supply the gardens with water on an efficient basis.
1.2 Solutions
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i. Ertjies Kloof Dam should be repaired and filled in the winter season to provide water in the peak summer season when the water level is too low for effective pumping. ii. The farm system should be connected to the landscaping system to provide back-up. iii. Water should be harvested from roofs and grey water should be recycled and used for irrigation.
1.3 Water-resource action plan
Cost estimate Respon- (per annum, Solution Action plan Time sible where person applicable) Fix Ertjies Kloof Appoint a consultant. March JdW Dam. Appoint a contractor. April JdW Connect the irrigation Appoint a consultant. March JdW system to the dam. Appoint a contractor. April JdW Harvest water from Design a system. June JdW roofs. Implement the system. July JdW Recycle grey water. Design a system. July JdW Implement the system. December JdW Connect sumps at Design a system. July JdW the DF Malan Centre Implement the system December JdW and swimming pool (dam-DF sump = 350 m, to the dam. dam-pool = 420 m).
TOTAL 1.4 Water requirements
In calculating the water requirements of the different campuses, it was assumed that the average water requirement for the gardens and lawns in Stellenbosch is 45 mm per week and in Tygerberg and Bellville Park 65 mm per week during the summer months, usually between August and April (nine months).
On these assumptions, the water required on the campuses is as follows:
Stellenbosch Campus: 2 281.29 m3/day
Tygerberg Campus: 878.86 m3/day
Bellville Park Campus: 212.18 m3/day
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2. Soft landscaping
2.1. Challenges
i. All plants have a natural mortality, which varies from species to species. Some plants have a limited life span and therefore require replanting every few years. This results in gaps forming in beds where plants have died. The current tender does not require the landscape service provider to fill these gaps by splitting existing plants or by regenerating plants from plant material removed from campus.
ii. The lack of sustainable practices influences the overall health of the soil and landscape. This needs to be corrected for better water and soil management on campus.
iii. Human pressure from all campus users has increased over the past years and garden spaces have made way for parking and development. This has added pressure to the few remaining areas, resulting both in increased student activity in these areas and in increased pedestrian flow. This results in soil compaction on lawns and in garden beds, walk-through damage to garden beds and parking on lawns.
iv. Contractors working on campus have no liability or responsibility towards the gardens or towards their care, protection or rehabilitation. Damage caused by contractors is often left and no rehabilitation of these areas occurs, resulting in dead patches, uneven lawns and greater pressure on financial resources.
v. In several areas, the incorrect plant species for a specific microclimate (hydrangeas in full sun) or plants with a high water demand (kikuyu lawns) have been planted.
vi. Insufficient and absent irrigation is discussed later under section 4 (“Irrigation”).
vii. A lack of soil probes and data on the water-holding capacity of the soil has resulted in a lack of information on the optimum water scheduling for irrigation. (Soil probes read the water-holding capacity of soil and enable the calculation of the amount of moisture available to plants; this helps to understand the soil environment better.)
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viii. No rain sensors on the irrigation system means that the irrigation is not turned off when an acceptable amount of rain has fallen.
2.2 Solutions
i. The maintenance of the grounds and gardens should include the care of the plants. This means that the service provider should be accountable for gaps forming in the garden beds when plants die. This would ensure that care is taken to maximise the life spans of the plants by increasing the population of the plants through division, splitting or any other propagation process.
ii. Sustainable practices, as determined by SU, should form part of the responsibility of the service provider. These should be included in the maintenance contract with the service provider. Some examples of sustainable practices are the mulching of the garden beds, the installation of meadow lawns and more waterwise plantings.
iii. A study of localised student movement through existing gardens needs to be understood in order for the usage and aesthetics of the landscape to be maximised. Student involvement and a programme of awareness can also educate the users of the grounds and gardens about the benefits of caring for the environment.
iv. All contractors who work on campus should be made contractually liable for any damage to assets on campus, including the gardens. The requirements to obtain wayleave (as is the case with Stellenbosch Municipality) should, in some way, inform the contractors of their duty of care not only towards the gardens but also towards all services on campus.
v. Specifications for the repair (or development) of the landscape should be made available to all contractors, staff and students to ensure uniform standards on campus. This includes a plant list specific to different areas and conditions on the campuses.
vi. The addition of rain sensors and soil probes linked to a centrally controlled system would ensure the more efficient use of water on all the campuses. The technology is available and is used extensively in agriculture.
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2.3 Soft-landscaping action plan
Cost estimate Responsible (per annum, Solution Action plan Time person where applicable) Ensure Include such June MP accountability for accountability in the the plants in the tender. landscape. Ensure sustainable Include mulching in the June MP practices. tender.
Have meadow lawns Ongoing MP installed as part of the Tygerberg landscape. Encourage student Study student movement Ongoing MP involvement. as landscape development occurs.
Launch an awareness programme with the March JdW green house committees. Ensure contractor Obtain a template for April MP liability. way leave from the municipality. April MP Design an SU way leave form in consultation with Facilities Management. April MP Check on the legality of the liability. Write specifications. Write specifications. April MP Investigate watering Install soil probes and 2013 JdW frequency. rain sensors. TOTAL 3. Trees
3.1 Challenges
i. In the past, many trees were allowed to develop too close to buildings, often resulting in the structures of the buildings being undermined. These trees exist as a result of bad landscape planning or of wild trees developing from seeds or rhizomes.
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ii. Many metres of paving and tar surfaces are now 4x4 tracks due to tree roots lifting the surrounding hard surfaces. The species of trees planted were not taken into account and no allowance for the eventual expansion of the trees and their canopies was made in the long-term planning for parking areas and hard surfaces.
iii. As in the previous section, contractors working on campus have no liability or responsibility towards the trees or towards their care, protection or rehabilitation. Damage caused by contractors can be fatal to the trees and can weaken the existing structures of the trees, putting the campus users at risk.
iv. In the development of the campus, buildings are often positioned with no consideration of the existing trees on the sites, trees often not even appearing on the survey documents. Thinking out of the box can circumvent the necessity of removing trees that have been standing on a site for years.
3.2 Solutions
i. A programme for the removal of problem trees closer than 4 m to buildings and their replacement should be outlined as part of the landscape- maintenance plan. Problem trees should be prioritised as part of the landscape-upgrade programme.
ii. The care of both existing and new trees as well as hard surfaces should involve the installation of permeable paving and root barriers. An ongoing maintenance programme for the upgrading of areas badly affected by roots should be identified and actioned.
iii. Trees in restricted urban environments should be maintained on an ongoing basis. A proactive tree-maintenance programme should be established and a proposal from a suitable service provider for the long-term care of the trees should be obtained.
iv. All the trees on and in the surroundings of campus should be given an asset value, identified and numbered with coordinates. An inventory of the trees indicating their species, age, biomass, volume (carbon sequestration), size and health should be developed. From this information, the baseline value per tree can be determined and operations against the tree can be booked to the tree, increasing its value. The age, class and distribution can be 51
calculated and the trees on campus can be managed as an urban forest in accordance with sound management and economic principles.
3.3 Tree action plan
Solution Action plan Time Respon- Cost estimate sible person Remove trees. Identify problem trees. MP Obtain approval for removals MP as part of landscape upgrading. Investigate Identify problem trees. MP tree damage Prioritise high-risk trees and to hard obtain the necessary surfaces. approval. Investigate Include trees in way leave. MP damage to trees. Calculate the Organise for such calculations 2013 JdW asset value to be done by Forestry per tree. students in collaboration with an arborist. TOTAL 4. Irrigation
Stellenbosch Campus
The existing irrigation system includes a pump station with two pumps on the southern bank of the Eerste River, two vertical variable-speed drive pumps and one centrifugal pump. The variable-speed pumps keep water and power use to a minimum by controlling pump speed according to the water required. These vertical pumps are fed from a sump into which water flows passively from the river via collection pipes that lie across the river.
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Fertiliser is fed through the irrigation to the plants via an injector pump that injects a water-soluble fertiliser into the irrigation system. A small jockey pump keeps the system under pressure when the irrigation is not working on campus.
In 1999, 70% of the main-line network was upgraded to grade-9 PVC pipes. These can take a pressure of nine bar, while the pump is set to maintain a pressure of six bars. The remaining 30% of the main line still consists of the old asbestos main line. Although the laying of pipes to the Jannie Marais clubhouse, to Coetzenburg, to Sport Sciences and to the pipeline to Ertjies Kloof Dam was planned, the pipes were not installed. The sports fields at Coetzenburg and Welgevallen farm are not serviced by this irrigation system. The system has been designed to include these areas in the future global network system without restricting the water supply to the existing irrigation systems.
There are approximately 285 take-off points from the main line, which feed water to the different areas on campus. About 50% of 526 electrical solenoids that control the delivery of water to the lateral pipes and sprayers do not currently communicate with the controllers on the campuses.
The sprayers are designed to deliver water on the basis of the heights of the plants and of the area of the gardens or lawns. The standard specification on all the campuses is Hunter products; such specification maintains uniformity and ensures ease of storage. Lawns are generally irrigated separately from garden beds, as the water requirements of the plants differ.
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Tygerberg Campus
In April 2010, Tygerberg Campus’s pump in the Elsie Kraal River was stolen again for the third time in two years, including all the cables connecting the pump to the pump house. Another source of water was subsequently investigated and Dayimanzi Consultants did a geophysical survey across the campus to find the most suitable position for boreholes to extract groundwater. The most cost-effective solution found was to reopen the old existing borehole on campus. A submersible borehole pump was installed and this was connected to the existing pump station. This borehole currently provides 80% of the water needed on campus and is supplemented with municipal water during the dry summer months.
Bellville Park Campus
The centrifugal pump in the dam at Bellville Park pumps water into the irrigation system of the campus. A wireless irrigation system has now been installed and is operational.
4.1 Challenges
Pumps
i. In the summer months during the crucial watering period, the level of the water in the Eerste River can drop to the extent that it is not high enough to allow for the passive flow of water into the sump.
ii. The quality of the water is good, except for fine silt from erosion that clogs the sieves behind the nozzles on the sprayers.
iii. On Stellenbosch Campus, the current pump station is not designed to accommodate a filtration system.
iv. The pump needs 100 kVA to 150 kVA to run and is currently supplied with power by the cable that supplies energy to the flood lights on the Coetzenburg sports fields and in the Danie Craven Stadium. This high
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electricity demand occurs during the municipality’s peak supply period, which is costly. v. The legal requirements to draw water from the Eerste River have changed considerably over the past few years. SU’s compliance should therefore be reviewed. vi. The sump and collection pipes can be cleaned only annually during summer when the water level in the Eerste River is low. vii. Main-line reticulation should be investigated. viii. The old asbestos line has reached the end of its life span. Fine hairline cracks are forming due to the eroding cement, which is resulting in weaknesses in the system and breakages along the pipeline. ix. Certain areas on campus do not receive water, as no main line has been installed. These areas still operate on costly municipal water. x. Several of the stop valves that isolate the main line for repair and maintenance do not work due to age, removal or incorrect repairs done by outside contractors. xi. On Tygerberg Campus and on a section of Stellenbosch Campus, there is no ring main, resulting in uneven water pressure along the line and causing leakage at the ends of lines as well as breakages. xii. There are no air valves on any of the irrigation systems to allow the release of trapped air. This causes cavitation and can block the pipes. xiii. There are still old pewter saddles on the old asbestos lines. These are being replaced but they often leak and this goes unnoticed.
Controllers i. Cables connecting the controllers to the solenoid valves are continuously being broken and not repaired. ii. A total of 50% of the solenoid valves is being opened manually, resulting in less frequent watering and in watering during the day, which is highly inefficient. For efficient watering of plants during the hot summer months, watering should be done three times a week but, with the manual operation of the valves, watering is often done only twice a week.
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iii. The electricity supply to controllers near buildings often comes from the electricity supply to those buildings. The plugs are often switched off in the buildings, resulting in the controllers not operating. iv. A wireless modem was installed at the pump station but was never commissioned.
Laterals
i. No filtration of the water from the river means that the sieve or filter at each nozzle often becomes blocked and requires ongoing cleaning. ii. Vandalism, theft and interference by the public turning valves open, redirecting water flow and stripping valves are common problems. iii. Drip irrigation is not a suitable option for narrow areas due to the quality of the water and some messing of water on hard surfaces therefore occurs. iv. The current staff complement, which has to maintain 35.6 ha of irrigation, comprises one foreman and one artisan, with one assistant opening the manual valves. The service provider currently maintaining the gardens accepts no responsibility for broken pipes etc.
v. Where irrigation is broken or needs to be redirected due to building work, the system is often installed incorrectly, to the wrong depth or with the incorrect fittings.
4.2 Solutions
i. Keeping the landscape service provider accountable for the watering of the gardens from the low-pressure side of the valve would encourage the service provider to take greater care of the irrigation system and give us more eyes on campus.
ii. Central radio-controlled communications would enable the automatic detection of leaks and breaks in the lines from a central point. This would allow for an alarm system, which could be monitored from the operations room at Facilities Management. This would limit the wastage of water. It would also facilitate better control over the frequency and quantity of water used, especially when linked to soil probes and rain sensors for guidance.
56 iii. A wireless system would mean no more long lengths of cable in the ground. It would, on the contrary, mean better communication with controllers and better automation of the system. This system has been tested at Bellville Park and the new Engineering car park. iv. The ongoing replacement of old asbestos lines should be prioritised, with grade-9 PVC pipes being installed. v. A complete main-line infrastructure should be installed, ensuring that all areas have access to river water. vi. Lockable valve boxes that will prevent any pilfering with the valves on campus. vii. A short-term irrigation team supplementing the current staff would help in the application of water. Such a team could open valves manually and undertake any minor repairs, for example. viii. The specifications should be corrected to ensure that the store keeps only one range of the stock items. ix. All the stop valves on campus should be located, recorded and tested to find those that are working but not closing. x. A hand-over of all the sites that impact on the gardens should include an irrigation check-list, especially for the smaller capital works. xi. A filtration system at the pump should be designed and installed to decrease the cleaning of the nozzles at the ends of the lines. xii. No contractor on campus should be allowed to work outside the footprint of a building without a way leave detailing where the irrigation services are and what the budget for repairs is.
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4.3 Irrigation action plan
Solution Action plan Time Respon- Cost estimate sible person Ensure Include the maintenance of June Meg accountability. the irrigation system in the 2013 new tender for the gardens.
Install radio- Prioritise areas. 2013 Meg
controlled or Investigate the suitability of wireless the old modem already controllers. installed.
Investigate a Appoint a consultant to March Meg filtration investigate feasibility. 2013 system and quality water.
Investigate JdW legal requirements.
Conduct Meg annual cleaning.
Replace the Programme the Meg asbestos lines. replacements.
Investigate the Meg stop valves.
Investigate Find a way to bolt the lids JdW lockable valve closed. boxes.
Investigate the Security issues fines. issue of cars.
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Appoint a Add this as an addendum to Meg short-term the current contract. manual team.
Write Finalise and make these Meg specifications available.
Hand over a check-list.
TOTAL
5. Hard landscaping
5.1 Challenges
i. The lack of accessibility and guidance for disabled users should be improved to meet the standards of the City of Cape Town.
ii. Subsidence, pavers and kerbs dislodged through vandalism, and wear-and- tear pose a risk to all campus users.
iii. Damage caused by service providers during construction should be repaired correctly to the compaction and quality specified. Contractors on campus should be liable, as with all the other aspects of the landscape.
iv The mismatch in paving patterns and colours on campus as well as the mismatch in outdoor furniture give the impression of a lack of planning. An overall master plan guiding all activities on campus should be finalised.
5.2 Solutions
i. Regulations defining access for disabled users are clearly defined by the City of Cape Town. These should be understood and applied in the ambit of municipal regulations and on campus.
ii. Service providers on campus responsible for the maintenance of the areas concerned should be made accountable for the minor repairs of hard- landscaping elements.
iii. Specifications on acceptable standards should be finalised and contractors should be made liable for the way in which they leave sites after hours.
59 iv. A landscape master plan should be developed for all the areas concerned on campus, taking into account all the elements to be used in the landscape to achieve coherence and transition between areas on campus.
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5.3 Hard-landscaping action plan
Solution Action plan Time Respon- Cost estimate sible person Implement Appoint a consultant. 2013 MP regulations for disabled users.
Ensure Include accountability as part June MP accountability. of the tender.
Draw up Write a manual. 2013 MP specifications.
TOTAL
6. Waste removal
6.1. Challenges
i. The biomass from plants and trees should be collected on a daily basis to provide aesthetically clean areas for parking, walking and socialising.
ii. All green waste should be composted.
iii. Litter should be recycled.
6.2. Solutions
i. Biomass should be contained in lockable containers, which should be frequently cleaned. The biomass should be removed from campus on a daily basis to a site of compost production. The containers should be provided by the new landscape contractor.
ii. Mobile compost-production units should be investigated in respect of varying sizes and models and the most suitable equipment purchased. About 10 of these units should then be placed at strategic points on campus as part of the education of both students and staff and the creation of awareness of the concept of a greener campus. The majority of the compost should be
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removed to an industrial compost site with the necessary certification for composting. This should be done as part of the new landscaping contract.
iii. Litter should be placed in clear recyclable bags and in non-recyclable black bags inside specific containers. These bags should then be removed from the containers by the landscape contractor and distributed to the defined places for sorting and disposal. The target is to recycle 80% of litter. This should be included in the landscaping and the sorting contracts. The landscape contractor should also be responsible for collecting all litter from both the hard and the soft landscaping areas of campus and putting it into the correct waste stream.
6.3 Waste-removal action plan
Solution Action plan Time Respon- Cost estimate sible person Supply Include this as part of the June MP containers for tender. green waste.
Sort for Include this as part of the June MP recycling. waste contract.
TOTAL COSTS
Solution Totals Water Resources
Soft landscaping
Trees
Irrigation
Hard Landscaping
GRAND TOTAL
property services:general_strategy for environmental sustainability
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