Centre international d études supérieures en sciences agronomiques (Montpellier SupAgro)
Description
-Construire une stratégie de développement durable en réalisant un diagnostic partagé avec les étudiants, les agents et l'INRA, établissement de recherche avec lequel Montpellier SupAgro partage son campus principal ;- Dans le cadre de la prochaine habilitation de ses formations d'ingénieurs, de master et de licences professionnelles, affirmer la prise en compte de la thématique du développement durable dans les troncs communs et les enseignements transversaux ; renforcer les enseignements contribuant à la conception et l'accompagnement de systèmes de production agricoles et alimentaires durables.- Attirer vers les écoles d'ingénieurs des élèves du secondaire pour lesquels cette voie semble hors de portée (élèves des lycées agricoles, élèves handicapés…) ; s'assurer du bien-être physique et psychologique des étudiants de l'école, notamment en menant des actions de prévention des conduites à risque ;- Poursuivre l'action entreprise dans le domaine de la déprécarisation de la situation des agents contractuels de l'établissement, et s'assurer du bien-être au travail des personnels de l'établissement ;- Introduire des critères de durabilité dans sa politique d'achats ;- Limiter sa consommation en eau ;- Améliorer la gestion des bio-déchets ;- Définir et mettre en œuvre un plan d'économie d'énergie.
SDGS & Targets
Goal 4
Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
4.1
By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes
4.1.1
Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex
4.1.2
Completion rate (primary education, lower secondary education, upper secondary education)
4.2
By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education
4.2.1
Proportion of children aged 24–59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2
Participation rate in organized learning (one year before the official primary entry age), by sex
4.3
By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
4.3.1
Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex
4.4
By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
4.4.1
Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill
4.5
4.5.1
Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated
4.6
By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
4.6.1
Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex
4.7
By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development
4.7.1
Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education and (d) student assessment
4.a
Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all
4.a.1
Proportion of schools offering basic services, by type of service
4.b
4.b.1
Volume of official development assistance flows for scholarships by sector and type of study
4.c
By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States
4.c.1
Proportion of teachers with the minimum required qualifications, by education level
SDG 14 targets covered
Deliverables & Timeline
Resources mobilized
Partnership Progress
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Geographical coverage
More information
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Contact Information
Anne-Lucie Wack , Directeur général
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