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United Nations Department of Economic and Social Affairs Sustainable Development

ESG Management School

#SDGAction38461
Description
Description
L’ESG Management School a défini 3 objectifs prioritaires en matière d’engagement citoyen et de responsabilité sociale de l’entreprise (RSE) dans le cadre du Plan Stratégique Audace 2015 impliquant la direction et l’ensemble de sa communauté.- Elargir la mission première de l’école par l’intégration de la dimension citoyenne des futurs managers- Poursuivre la politique d’ouverture sociale mise en place par l’école ainsi que ses engagements contre toutes formes de discrimination- Intégrer une politique de gestion environnementale par la prise en compte des impacts environnementaux au travers de sa politique d’achats de matières premières ou de transports (énergie, eau, air, déchets et biodiversité).ESG Management School has identified Strategic Plan 2015 three priority objectives of corporate social responsibility (CSR) :- Extend primary mission of the school by integrating the citizen dimension of future managers- Continue the policy of opening social development by the school and its commitment against all forms of discrimination- Integrate an environmental management policy for the consideration of environmental impacts through its purchasing policy or transport (energy, water, air and biodiversity).
Implementation of the Project/Activity

Maintain commitment to projects already underway.

Partners
ESG Management School

Goal 4

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

Goal 4

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

By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations
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

By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries
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

Strategic Plan 2015
Staff / Technical expertise
Expertise of students and staff concerning sustainable development
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False
Action Network
Higher Education Sustainability Initiative
This initiative does not yet fulfil the SMART criteria.
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Timeline
01 January 2012 (start date)
01 January 2015 (date of completion)
Entity
ESG Management School
SDGs
4
Geographical coverage
Paris, France
Countries
France
France
Contact Information

Derhy Armand, Head of Corporate Social Responsability

esg@esg.fr