Fachhochschule Düsseldorf – University of Applied Science
Description
As a university with various functions such as teaching, research and qualification the Düsseldorf University of Applied Sciences has the goal to contribute to the implementation and realization of UNGC principals within the actions of enterprises and other institutions.This can be done, on one hand, through collaboration with the numerous contacts our University has to enterprises and other institutions through common research projects as well as by collaboration in teaching and advanced training. On the other hand are particularly our students today the decision makers of the companies and institutions of tomorrow.According to the expectations of the UNGC to all participating academic institutions the Düsseldorf University of Applied Sciences wants to enable their students to think cross-linked and appraise the intended and unintended consequences of their actions in economic, technical, social, cultural, political and ecological dimensions.We want to encourage our students for the future to make holistic decisions and actions under consideration of all relevant factors and that they learn to take responsibility for the effects of their behavior. In our opinion this is, apart from a good preparation for a qualified work-related future for them, one of the most important tasks of universities within the society and our contribution to make the world a better place. In this context the Düsseldorf University of Applied Sciences sees itself confronted with the tasks of the critical supervision and support of UNGC intentions and as an academic institution to furthermore accompany related activities of enterprises and other organizations.
SDGS & Targets
Goal 4
Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
![Goal 4](/sites/default/files/goals/E_SDG_Icons-04.jpg)
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
Feedback
Action Network
![Higher Education Sustainability Initiative](/sites/default/files/partnerships/action_networks/image2000_4.jpg)
![Smart](/themes/custom/porto/assets/smart_off.png)
Timeline
Entity
SDGs
Geographical coverage
More information
Countries
![Germany Germany](/sites/default/files/stakeholders/flagbig6_21.jpg)
Contact Information
Brigitte Grass, President