ACHIEVING SUSTAINABLE UNIVERSITY THROUGH

AQUAPONIC TRAINING AND EDUCATION

Padjadjaran University

Best practice on Aquaponic Strategic Program

Content WHAT is SUSTAINABLE UNIVERSITYERSITY-Concept
•
•
Definition of What is to be done
What is being presently done and What else can be done
• What are the target for competition to follow & to be followed
Why SUSTAINABLE UNIVERSITYERSITY – Objectives
• Why SUSTAINABLE UNIVERSITYERSITY is required & so important for the University
• Why Sustainable University journey is so important
WHO - People
• Who is involved in SUSTAINABLE UNIVERSITYERSITY development
• Who is doing it right now & involved in the process
• Who should be doing it
• Who else should have been involved & can be involved
WHERE –Business Practice
• Where is being presently implemented & developed
• Where should have it been implemented
• Where else can be implemented & should be implemented
WHEN - Situation
• When to implement the SUSTAINABLE UNIVERSITYERSITY
• When else in which situation can be implemented
• When else & in which situations should be implemented
HOW - Method
• How to do SUSTAINABLE UNIVERSITYERSITY in the total University
• How is being presently done
• How can this be done in in different way & different context
 WHAT is Sustainable University
Definition: https://www.greenofficemovement.org/green-university/)
Is an educational institution that educates global citizens for sustainable
development, offers relevant insights on urgent societal challenges and reduces the
environmental and social footprints of its campus operations, empowers students
and staff to act, and makes sustainability a central priority.

THE Impact Rankings are the only global performance tables that assess
universities against the United Nations SDGs
THE Impact Rankings
World 2021 Indonesia 2020 Indonesia 2021
 WHY Sustainable University
The norm and principles of Pandjadjaran University in good organizational governance
are historically based on Honor of Law and Environment.

Effort have been made to achieve this goals are:

• There are > 50 events organized by Padjadjaran University academic community
as a form of concern for the issue of 'sustainability' and 'green campus‘
• An increase in the number of courses related to sustainability issues from 9% in
2016 to 13% of all courses in 2017

The Results are :

 WHO - People
These efforts have not received maximum results, this is allegedly due to the program
being carried out not sustainable and not involving other stakeholders.

Perez, Jan, Damian Parr, Kim Niewolny, Jennifer Hashley, and Allyssa Mark. 2020. Long Term and System Level Outcome
Examples. University of California – Santa Cruz, Center for Agroecology & Sustainable Food Systems. Santa Cruz, CA
 WHERE Business Practice
The global performance that assess universities against the United Nations SDGs

Perez, Jan, Jennifer Hashley, Kim Niewolny,

Damian Parr, and Allyssa Mark. 2020.
Example Pathway of a 9-Month Training
Program. University of California – Santa
Cruz, Center for Agroecology & Sustainable
Food Systems. Santa Cruz, CA

Proportion of graduates in food sustainability (19.2%)

For this metric, we measure the proportion of graduates who receive a
degree associated with any aspect of food sustainability within
an agricultural or aquacultural course, out of the institution’s
total number of graduates.
 WHEN Situation
benefits of an aquaponics system:
1. Produce fresh and organic fish and vegetables with aquaponics
2. Plants grow faster and taste better with aquaponics
3. Produce can last longer without rotting compared to synthetically grown plants.
4. Aquaponic systems are easy to build and cheap to run
5. It requires 6x less space than traditional farming
6. It requires 90% less water than classical farming
7. Aquaponic systems are easily expandable for commercial purposes
8. It’s sustainable and eco-friendly way of food production
9. Aquaponics is an efficient way to produce out of season products
10. It’s employing the whole family in sustainable farming
11. Up to 75% more energy efficiency
12. Absolute zero use of synthetic chemical fertilizers
13. All year-round farming solutions regardless of climate
14. No need for manual watering
15. Environmentally friendly and promotes green technology
 HOW Method

Kristen Pool. 2014. Farmer Perspectives on Success and Challenges: A Study of Small Farms in
Oregon’s Willamette Valley. M.S. Thesis., p. 70.
Framework

A B
Framework A B
Integrated Sustainable University Complex
System
 THE Impact Rankings
THE Impact Rankings are the only global performance tables that assess
universities against the United Nations SDGs

Definitions of areas 
• Research: the most obvious and traditional way that a university might help
to deliver the SDGs is by creating research in relevant topics.
• Stewardship: universities are custodians of significant resources; not just
physical resources, but also their employees, faculty and students. How they
act as stewards is one of the key factors in delivering the SDGs.
• Outreach: place is critical in higher education, and the work that universities
do with their local, regional, national and international communities is
another key way that they can have an impact on sustainability.
• Teaching: teaching plays a critical role, both in ensuring that there are enough
skilled practitioners to deliver on the SDGs, and in making sure that all alumni
take forward the key lessons of sustainability into their future careers.
 How do we improve…
AQUAPONIC CLEARLY STATED ON THE IMPACT RANKING

(SDG 2) zero hunger

Proportion of graduates in food sustainability (19.2%)
• For this metric, we measure the proportion of graduates who receive a degree associated with any aspect of food
sustainability within an agricultural or aquacultural course, out of the institution’s total number of graduates. It aims to
capture whether a university actively teaches food sustainability within undergraduate and postgraduate agriculture
and aquaculture courses.

(SDG 14) life below water

Supporting aquatic ecosystems through education (15.3%)
• Educational programmes on fresh-water ecosystems for local or national communities (5.1%)
• Educational or outreach programmes on sustainable management of fisheries, aquaculture and tourism
for local or national communities (5.1%)
• Outreach activities to raise awareness about overfishing, unregulated fishing and destructive fishing
practices (5.1%)
Supporting aquatic ecosystems through action (19.4%)
• Support or organise events aimed to promote conservation and sustainable use of bodies of water (4.85%)
• Maintain and extend existing ecosystems and their biodiversity, either through research or engagement
with industry (4.85%)
• Work on technologies or practices to help marine industry prevent damage to aquatic ecosystems (4.85%)