The CRP Process: What Service Providers Need to Know

The CRP Process: What Service Providers Need to Know
Policy Procurement Note (PPN) 06/21 set out the requirements for Carbon Reduction Planning. This requirement was implemented from 22nd September 2021. The good news was that it was applied to government and government agency contracts (including the NHS) with an annual value of £5m. Several factors about the Plan have been added to the SQ as pass/fail questions in relevant tenders. These include the publication of your CRP report on your website and ensuring that it has been updated during the 12 months prior to the tender closing date. So that is good then, we do not need to worry do we?

 Actually, yes and here is why:
1) The PPN refers to Government contracts. Increasingly Councils are adopting plans with the intention of “influencing” others to adopt their own plans. The following are examples of published plans
•    Lambeth
•    Herefordshire
•    Derbyshire
•    Cambridgeshire
•    Harrogate
These, and other Councils can be expected to start to introduce the requirement for a CRP before too long, and the government to make the necessary global change to the SQ to include CRP reporting soon, possibly as part of the new Procurement Act expected early in 2022.

2) The planning process requires the organisation to set a base year and calculate the report which complies with the set standard for that year. Then to repeat the process on an annual basis demonstrating gradually reducing emissions each year. This is not something which can be put in place quickly and easily. It requires a lot of detailed planning, training, data collection and “buy-in” at all levels so important to get started in plenty of time. We are seeing providers appointing a dedicated manager tasked with putting the plan in place.

But even getting a plan in place is not that straight forward for services providers.

The Problems
Services providers delving into the mass of Carbon Reduction Planning (CRP) documentation might be forgiven for describing it as “dense”. One of the problems is that there is so much of it to wade through. This is not to say that many people have spent much time and effort in putting this material together. But much appears to have been written in a “one size fits all” style focussing on the demands placed on manufacturers and suppliers of goods. Categories described for inclusion across the three “scopes” do not necessarily apply to the majority of providers across the sectors tendering to provide services to the UK public sector.

A couple of examples appearing in scopes 1 and 3 are:
Scope 1 –emissions arising from the use of company owned transport cites buses and aircraft. We do not know of many UK services providers, except perhaps multinationals which own private aircraft for transporting their staff, whilst business travel by air is a category in scope 3 little used across the sector;
Scope 3 – includes transportation and distribution of finished products. This includes the processing of sold products and supply chain emissions,  much of which will not be relevant to services provision.

This guidance in some ways makes it difficult for the many thousands of services providers who tender for public sector contracts to calculate their emissions performance consistently and accurately.

On the other hand, there is a huge are of emission calculations which is not addressed in this mass of documentation.

An important aspect of the response to COVID has been the growth across much of the services sector of working from home. This does not, of course, include the hospitality industry along with the majority of health workers who are location based. However, many staff at management level, even in these sub-sectors work from home. This phenomenon is not new. Many service sector staff have long worked from a home base or office. These include consultants across many sectors, accountants and financial specialists, those in the technology sector including programmers and a wide range technology - based specialists to name but a few. It is also true that there are many systems available whereby individuals can calculate their home “carbon footprint”. However, these systems tend not to apply to the statured measurements required for inputting into corporate CRP reporting.

The Solution
Probably the biggest problem for services providers is the urgent necessity for staff, managers at all levels and governance to learn what is required as it relates to their sector and how to put these requirements into practice so as to cut through all of the mostly unnecessary documentation and to learn:
•    what is required of my business?
•    what data do I need to collect?
•    how do I calculate our relevant emissions?
•    how do I construct my report for tendering and publication on our website?

These were the questions we set out to answer from our thirty-year perspective of tendering in the services sector. The urgency of the requirement led us to prioritise this learning as the first course in The Tendering Academy, a course which is now available under the courses tab.

But this is not just a course of learning. It includes all of the documentation and guidance needed to start drawing up a Carbon Reduction Plan:
•    how to calculate the emissions for the categories under each of the three scopes;
•    the government’s spreadsheet for calculating vehicle and mileage emissions; and crucially
•    how to go about producing the date relating to working from home.

It will be those who address this problem early who will avoid being excluded from tendering in the future and, like those who have already appointed a manager to take the lead in this effort, are able to stay ahead of the crowd and secure contract in the future.

You can contact us about this course at courses@thetenderingacademy.com





Since the emergence of online learning, there has been a discussion on whether online classes are better than traditional classes. There have been competing schools of thought with valid arguments for and against both.

In the case of distance learning, it may be most appropriate at colleges and universities. Research data consistently indicate that students strongly prefer distance education.

Distance learning allows students to balance their other commitments more effectively, at least in cases they are adult learners, commuters, and part-time students. They don’t believe that they sacrifice a quality education for the convenience of utilizing distance learning.

However, both traditional and online learning comes with advantages and disadvantages. When is online learning more convenient than traditional learning? This blogpost indicates the real potential of online learning versus traditional classes.

What is Online Learning?

In online learning, students attend classes on the Internet and involve in real interactions with teachers and students at the other end. Students can attend the curriculum at their own pace and easily access the class from anywhere.

Online Learning is a reality and gradually becoming part of formal education. This educational model appeals especially to anyone who can’t attend a physical faculty or school. Online Learning also hops the national boundaries and is offered for dispersed college students that can have a wider choice of online programs.

How does online learning work? Learning management systems (LMS) provide an accessible exchange of information between professors and students. Τhis way, students can view learning material at their leisure or even attend scheduled conferences or lectures.

Concerning test-taking, learners can submit course assignments through the LMS, participate in a discussion, or submit other tasks. Lastly, professors may provide feedback to the student through comments or emails when using this LMS.
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