CSR self-assessment

Level 1
Action envisaged but not implemented, not related to an operational mission in services
Level 2
Action in process, but not incorporated into a global CSR strategy of the school
Level 3
Action being implemented, under the responsibility of one or more persons acting pursuant to the formal action plan of the CSR strategy
Level 4
Action completed, feedback on results and monitoring phase

Sustainable development and operations

A. The school develops and manages decision making processes and structures that promote corporate social responsibility (at school level)

Level 4

A.1 Does the school have a CSR or ethics charter?

Level 4  

A CSR or ethics charter is a document giving formal standing to the school commitments towards sustainable development (environmental, social and economical issues).

 

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A.2 Does the school have a CSR strategy?

Level 4  

A CSR strategy defines the school's objectives towards sustainable development along with priorties and action plans to reach them.

 

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A.3 Are the CSR strategy and the CSR/ethics charter easily accessible to every stakeholder?

Level 4  

A CSR strategy and/or a CSR ethics charter involves every stakeholder and is to be widely diffused, accessible and understandable.

 

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A.4 Does the strategy and charter take into account all the principles of CSR?

Level 4  

(Environmental, social and economical issues)

 

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A.5 Does the school have a specific person in charge of CSR?

Level 4  

A contact person all stakeholders know.

 

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A.6 Does the school offer CSR training to its staff?

Level 4  

By offering a better understanding of the CSR stakes and opportunities, the training is a way of raising awareness and promoting coordinated actions of the staff.

 

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A.7 Does the school take into account the environmental, social and ethical performance of the products or services being purchased

Level 2  

A responsible purchasing policy defines the social, environmental and ethical criteria to be taken into account in the purchasing process of products or services.

 

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A.8 Does the school have an inventory of its greenhouse gas emissions?

Level 4  

Inventorying the school's Greenhouse gas emissions is a key diagnosis phase in the definition of a relevant environmental policy based on results. These will give the guidelines of priorities to set up objectives and action plans dedicated to the fight against global warming. There are organisations specialised in making a GHG inventory. More and more countries are and will be requiring a GHG inventory to be made by companies in order to compile with the evolution of legislation. Major environemental gains and financial savings can result from the measurement and reduction of the school's greenhouse gas emissions.

 

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B. The school operates actions that promote responsibility at school level

Level 3

B.1 Does the school have an energy consumption reduction action plan?

Level 3  

An organization should implement energy efficiency programmes to reduce the energy demand for buildings, transportation, production processes, appliances and electronic equipment, the provision of services or other purposes.

 

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B.2 Does the school have a renewable energy action plan?

Efficiency improvements in energy use should also complement efforts to advance sustainable use of renewable resources such as solar energy, hydroelectricity, tidal and wave energy, wind power and biomass.

 

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B.3 Does the school have a water reduction consumption action plan?

Level 3  

An organization should conserve and reuse water in its own operations and stimulate water conservation within its sphere of influence. Water, including the provision of safe, reliable drinking water and sanitation services, is a fundamental human need and a basic human right.

 

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B.4 Does the school have a waste management plan?

Level 4  

An organization’s activities, products and services may lead to the generation of liquid or solid waste that, if improperly managed, can cause contamination of air, water land and soils. Responsible waste management seeks avoidance of waste. It follows the waste reduction hierarchy, that is: source reduction, reuse, recycle and reprocess, waste treatment and waste disposal.

 

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B.5 Does the school have a travel and transportation action plan? (reduction and offsetting)

Level 4  

The impact of travel and transportation on the environment are a crucial issue every organization should deal with. This includes business trips as well as staff journeys to and from work. It also has to do with the journey of your students between their accommodation and the school. NB: the key issue concerning the footprint of a student's journey from his country of origin to the study destination is not addressed in this questionnaire for schools. It is an issue that is part of the Agency's own CSR strategy and action plan.

 

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B.6 Does the school have a healthy and environmentally-friendly food supply ? (local, seasonal and organic)

Level 3  

 

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B.7 Does the school have learning materials/language assessment tools reducing environmental footprint (paper, plastic, etc…)?

Level 4  

All students need concrete materials as a record of their dedication and investments. However, it is a challenge to prioritise certified and recycled eco designed materials and to aim to reduce the use of these materials.

 

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B.8 Does the school have access for disabled staff & students?

Level 3  

A CSR strategy involves all stakeholders, including persons with disabilities (students and staff).

 

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C. The school plays a role, as a part of the community, in encouraging host families or other lodging partners you are working with to implement CSR actions according to their means

Level 3

C.1 Does the school raise partners' awareness of waste,water and energy consumption?

Level 4  

The environmental and social impacts of the school partners' activities are of the school's indirect duty. By raising the partners' awareness of environmental issues, the school demonstrates a comprehensive understanding of environmenal issues related to its activity, as well as a strong will to limitate them.

 

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C.2 Does the school take into account location for minimizing transportation time and/or environmental impacts?

Level 3  

The use of public transportation is an efficient way to decrease the environmental footprint of the school's activities.

 

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C.3 Does the school raise partners' awareness of healthy and environmentally-friendly food supplies (local, seasonal, organic)?

Level 4  

 

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C.4 Does the school use environmental criteria for selecting accommodation options?

Level 2  

Selecting accommodation taking into consideration, for example : distance to minimize transportation, energy efficient or green building, involvement into local community, offering something unique to your guest, environmental friendly food etc that you are able to identify from your accommodation providers network.

 

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D. The school implements CSR actions in other buildings or facilities owned and managed by the school (optional, when applicable)

D.1 Does the school have an energy consumption reduction action plan for its accommodation facilities?

An organization should implement energy efficiency programs to reduce the energy demand for buildings, transportation, production processes, appliances and electronic equipment, the provision of services or other purposes.

 

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D.2 Does the school have a renewable energy action plan for its accommodation facilities?

Efficiency improvements in energy use should also complement efforts to advance sustainable use of renewable resources such as solar energy, hydroelectricity, tidal and wave energy, wind power and biomass.

 

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D.3 Does the school have a water reduction consumption action plan for its accommodation facilities?

An organization should conserve and reuse water in its own operations and stimulate water conservation within its sphere of influence. Water, including the provision of safe, reliable drinking water and sanitation services, is a fundamental human need and a basic human right.

 

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D.4 Does the school have a waste management plan for its accommodation facilities?

An organization’s activities, products and services may lead to the generation of liquid or solid waste that, if improperly managed, can cause contamination of air, water land and soils. Responsible waste management seeks avoidance of waste. It follows the waste reduction hierarchy, that is: source reduction, reuse, recycle and reprocess, waste treatment and waste disposal.

 

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D.5 Does the school have a travel and transportation action plan for its accommodation facilities?

The impact of travel and transportation on the environment are a crucial issue every organization should deal with. This includes business trips as well as staff journeys to and from work. It also has to do with the journey of your students between their accommodation and the school. NB: the key issue concerning the footprint of a student's journey from his country of origin to the study destination is not addressed in this questionnaire for schools. It is an issue that is part of the Agency's own CSR strategy and action plan.

 

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D.6 Does the school have an inventory of its accommodation facilities greenhouse gas emissions?

Major environemental gains and financial savings can result from the measurement and reduction of the school's accommodation greenhouse gas emissions.

 

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D.7 Does your accommodation have access for disabled students?

A CSR strategy involves all stakeholders, including persons with disabilities (students and staff).

 

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Education

E. The school includes sustainable development topics in the academic programme

Level 4

E.1 Does the school have specific environmental content in the academic programme?

Level 4  

Including environemental content in the academic program contributes in raisin the students' awareness and concern toward sustainable development.

 

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E.2 Does the school have specific CSR content (not only environmental issues but also social, cultural and economic topics) in the

Level 4  

Including CSR content in the academic program contributes in raising the students' awareness and concern toward sustainable development.

 

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E.3 Does the school have a specific academic programme or option based on environmental topics?

Level 4  

Offering dedicated environemental content in the academic program contributes in raising the students' awareness and concern toward sustainable development.

 

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E.4 Does the school offer a specific academic programme or option based on CSR topics?

Level 4  

Offering dedicated content on CSR topics in the academic program contributes in raising the students' awareness and concern toward sustainable development.

 

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F. The school offers internship and/or volunteering programmes to get involved in the community (optional, when applicable)

Level 3

F.1 Does the school offer placement opportunities for experiencing work in another culture, in another language?

Level 3  

By personaly experiencing other cultures, students will raise their awareness of both environmental, social and economical issues at a global scale.

 

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F.2 Does the school offer specific placement opportunities in the environmental field: green tech, green services, ecotourism, slow food...

Level 2  

Environment friendly placement opportunities contribute to a raise in students' awareness, understanding and involvement towards sustainable development.

 

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F.3 Does the school offer specific placement opportunities in a CSR team?

Placement opportunities in a CSR team contribute to a raise in students' awareness, understanding and involvement towards sustainable development.

 

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F.4 Does the school offer specific opportunities for joining a social volunteering programme to get involved in local community projects?

Level 3  

By participating to local social projects, both teachers and students will contribute to develop a socially responsible behaviour toward local communities.

 

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Community

G. The school participates in local events highlighting sustainable development and contributes to enrich local life.

Level 4

G.1 Does the school contribute to environmental projects via staff and students?

Level 4  

Involving staff and students together in environmental projects raises awareness and concern about sustainable development issues and improves the teacher-student relationship.

 

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G.2 Does the school contribute to social projects via staff and students?

Level 4  

Involving staff and students together in social projects raises awareness and concern about sustainable development issues and improves the teacher-student relationship.

 

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G.3 Does the school sponsor events highlighting local environmental issues?

Level 4  

Sponsoring events highlighting local environmental issues demonstrate the school's understanding of the local environmental issues and it's involvment towards sustainable development.

 

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G.4 Does the school sponsor events highlighting local social issues?

Level 4  

Events highlighting local social issues demonstrate the school's understanding of the local social issues and it's involvment towards sustainable development.

 

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H. The school contributes to and participates in international solidarity.

Level 3

H.1 Does the school contribute to international solidarity?

Level 4  

Students's involvement towards international solidarity illustrates their awareness of global environmental, social and economical issues and their will to tackle them down.

 

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H.2 Does the school contribute to international solidarity via students ?

Level 4  

School involvement towards international solidarity via sponsorship illustrates its awareness of global environmental, social and economical issues and its will to tackle them down.

 

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