| Overall Rating | Silver |
|---|---|
| Overall Score | 61.37 |
| Liaison | Remian Santos |
| Submission Date | July 7, 2021 |
De La Salle Lipa
PA-2: Sustainability Planning
| Status | Score | Responsible Party |
|---|---|---|
|
4.00 / 4.00 |
Remian
Santos Director Sustainability & Inclusive Education Directorate |
Does the institution have a published plan or plans that include measurable sustainability objectives that address sustainability in curriculum and/or research?:
A list or sample of the measurable sustainability objectives related to academics and the plan(s) in which they are published:
Under De La Salle Lipa's Strategic Direction on Driving Social Innovation in Quality Education, the following are the goals and sub-goals:
A. Engaging and integrating home, school, life experiences, and social realities as the context for the teaching-learning processes
A.1.1 Embed social innovation fundamentals practice in the curriculum across all levels by SY 2021 – 2022 (SIF in Project DCommons for Students)
A.1.2 Enforce trans-disciplinary CAPSTONE initiatives with identified student groups by SY 2021-2022
A.1.3 Ensure an integrated and articulated intentional curriculum within and across grade levels for implementation by SY 2021-2022 (Essential Values, Life, Vocation and Social Skills Integration)
Does the institution have a published plan or plans that include measurable sustainability objectives that address student, employee, or community engagement for sustainability?:
A list or sample of the measurable sustainability objectives related to engagement and the plan(s) in which they are published:
Under De La Salle Lipa's Strategic Direction on Embracing Our Shared Humanity and Championing Social Inclusion & Justice Initiatives, the following are the goals & sub-goals:
B. Increasing Access to Quality Education
B.2.1 Attain 25% Full-Scholarship Equivalent by AY 2024-2025
B.2.2 Sharing of best practices in teaching-learning with partner Lasallian, parochial and public schools
B2.2.1 100% of PAMANA KA teachers in 5 subjects have gone through academic mentoring by AY 2024-2025
B2.2.2 30% Increase in reading proficiency of partner public grade school students by AY 2024-2025
B2.2.3 Top performing public school in the municipality of Balete by AY 2024-2025 (ELMIS: Digital Public School Campus)
Does the institution have a published plan or plans that include measurable sustainability objectives that address sustainability in operations?:
A list or sample of the measurable sustainability objectives related to operations and the plan(s) in which they are published:
Under De La Salle Lipa's Strategic Direction on Creating Sustainable Futures, the following are the Operations goals and sub-goals:
C.2 Instituting School Operations Improvement
C.2.1 Institutional processes are compliant with and certifiable by global sustainability standards
C2.1.1 IFM (Integrated Facilities Management)
C.2.2 Improve operational efficiency of business processes by Digital transformation of 50% of Data Processing systems
C.2.2.1 Digital Services (SIS, FIS, PIS, Edufied, Data Management Systems, other Software Platforms)
C.2.2.2 Infrastructures (CCTV, Digiscript, Turnstiles, other infrastructures)
C.4 Reducing Carbon Footprint
C.4.1 By AY 2024-2025, 50% of power requirements are derived from SELF-GENERATED power coming from renewable resources
C.4.2 Instituting 7Rs of Sustainability by AY2020-2021
Does the institution have a published plan or plans that include measurable sustainability objectives that address diversity, equity, and inclusion; sustainable investment/finance; or wellbeing?:
A list or sample of the measurable sustainability objectives related to administration and the plan(s) in which they are published:
Under De La Salle Lipa's Strategic Direction on Creating Sustainable Futures, specifically on sustainable investment/finance, the following are the Administration goals and sub-goals:
C.3 Creating Sustainable Financial Model with Diversified Revenue Streams
C.3.1 Ensure healthy financial condition of all programs and levels (academics) at break-even by AY 21-22 and at 10% return on revenue by SY 23-24 (two years extension due to Pandemic)
C.3.2 Revive the alternative source of revenue through short courses, concessionaires, and social enterprise startups for the local community, following health, and safety protocols permits
Under De La Salle Lipa's Strategic Direction on Engaging Diverse Stakeholders in Our Shared Mission, specifically on diversity, equity, inclusion, and well-being, the following are the Administration goals and sub-goals:
D.1 Building a Strong and Happy Community through the offering of programs addressing Wellness, Well-being, and Welfare
D1.1 Provide activities and programs that will promote the Wellness, Well-being and Welfare of Lasallian partners and students
D1.2 Engage Lasallian Partners to diversify their certifiable job skills and competencies 2020-2021 (10% increase per year)
D1.3 Ensure 100% of students engaged in counseling and academic, social/emotional and career concerns are addressed
D1.4 Ensure that students achieve optimum academic performance and social-emotional growth development
D.2 Creating a Culture of Vocations
D2.1 Supporting the core Lasallian values of Faith, Service and Communion in Mission
Does the institution have a published strategic plan or equivalent guiding document that includes sustainability at a high level? :
The institution’s highest guiding document (upload):
Website URL where the institution’s highest guiding document is publicly available:
Which of the following best describes the inclusion of sustainability in the highest guiding document?:
The institution's sustainability plan (upload):
Website URL where the institution's sustainability plan is publicly available:
Does the institution have a formal statement in support of sustainability endorsed by its governing body?:
The formal statement in support of sustainability:
De La Salle Mission Vision:
Inspired by our faith in God, by our catholic traditions, and by the charism of St. John Baptist De La Salle, educational innovator par excellance, we, together by association, are committed to give quality human and Christian education to all, building a society founded on equity and justice and on sustainable & inclusive development.
The institution’s definition of sustainability:
At De La Salle Lipa, we define Sustainability, as protecting and preserving the community and its resources for future generations.
https://www.dlsl.edu.ph/strategic-directions/creating-sustainable-futures-3
Is the institution an endorser or signatory of the following?:
| Yes or No | |
| The Earth Charter | No |
| The Higher Education Sustainability Initiative (HESI) | Yes |
| ISCN-GULF Sustainable Campus Charter | No |
| Pan-Canadian Protocol for Sustainability | No |
| SDG Accord | Yes |
| Second Nature’s Carbon Commitment (formerly known as the ACUPCC), Resilience Commitment, and/or integrated Climate Commitment | No |
| The Talloires Declaration (TD) | No |
| UN Global Compact | No |
| Other multi-dimensional sustainability commitments (please specify below) | No |
A brief description of the institution’s formal sustainability commitments, including the specific initiatives selected above:
The De La Salle Lipa Institutional Sustainability Framework is a guiding principle for integrating sustainability into all aspects of school operations. It is aligned on the vision and mission of the school and anchored on the three pillars of sustainable development with the United Nation’s Sustainable Development Goals (UNSDGs) embedded at the core. Along each of the three overlapping dimensions are two (2) focus areas and their respective action themes.
1. Social Dimension
The SOCIAL dimension pertains mostly to social responsibility and social well-being. This includes both the internal and the external communities.
(a) Education for Sustainability
The core business of the school is EDUCATION. One of the strategic directions is on Social Innovation in Education. This ensures that the school community is made aware of what social innovation is and how it impacts society at large. This will be done through curriculum revision and integration of core social innovation fundamentals where the UN Sustainable Development Goals are encouraged to be highly evident. The school shall also collaborate with other stakeholders and experts to drive the school's strategies in various aspects of its operations. Alternative learning will be explored taking on a cross-disciplinary approach. Through the technology infrastructure of the Digital Campus, the cross-disciplinary and multi-level projects, otherwise known as CAPSTONE, shall be incubated in the innovation labs and assessed for its viability into scaling up to a social business enterprise.
(b) Organizational/Community Culture
Sustainable development efforts are achievable when an ecosystem supports them. This is where community culture plays a vital role. Hence, there must be a symbiosis between the school and the internal and external communities involved. We shall look after the individual and social well-being of stakeholders, where health and wellness are integral. The school also advocates fair and equitable practices in terms of its partners’ working conditions. Interventions in terms of shifting the mindset of stakeholders are also crucial. Once this ecosystem is in place and becomes stable, it will be easy to select catalytic and charismatic champions to propagate and perpetuate a culture of sustainable development.
2. Ecological/Environmental Dimension
The ECOLOGICAL dimension largely involves environmental conservation and climate change mitigation strategies. It is essential that the school walks the talk when it comes to this issue.
(a) Physical Campus
Part of the campus development objectives is the adoption of green building standards in all of its future facilities and learning space development. Operations and maintenance of buildings and their amenities need to be streamlined for optimum cost-efficiency. Focus is also given to the power and energy infrastructure, including transportation. Safety and preparedness are also taken into consideration in all built spaces.
(b) Disclosure
Apart from reporting the financial position of the school, the focus is also given to the non-financial aspect of its operations. This is where global reporting standards and data management and analytics prove valuable. A mechanism for audit & validation is also established to see it that updates are done annually. Much of the data and processed information becomes a treasure trove for pursuing and aligning the new research agenda.
3. Economic Dimension
The ECONOMIC dimension refers to economic responsibility, such that the school can sustain stable economic growth over time.
(a) Systems Performance
Cost efficiency is key to sustainable business activities. One of the areas of concern is the supply chain which is tackled in an end-to-end approach, essentially compelling the vendors and suppliers affiliated with the school to observe and adopt sustainable business practices as well. A culture of work efficiency and innovation is also promoted. Alternative revenue streams become one of the major endeavors in order to defray the cost of operations without necessarily burdening the clientele with prohibitive school fees. In the same manner, due recognition is given to innovators and out-of-the-box thinkers.
(b) Governance
Focus is also given to ensuring business continuity should any unforeseen circumstance arise. Management decisions are data-driven and achievements are output-based. The conduct of the school shall be taken into account across all areas of operations. Quality standards are espoused to ensure consistent delivery of quality service to all stakeholders.
Website URL where information about the institution’s sustainability planning efforts is available:
Additional documentation to support the submission:
Data source(s) and notes about the submission:
The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution or simply email your inquiry to stars@aashe.org.