Faculty of Economics University of Ljubljana
Description
The Faculty of Economics University of Ljubljana (FELU) is aware of its important role it plays in the field of business and economics education. Therefore, it is of its main concern to develop principled leaders for work in globally competitive business environment by combining economics and business education with innovative research while creating and disseminating knowledge in a global society, which is encompassed in its mission.The importance of passing the knowledge to future generations and fulfilling the set mission is encompassed also with core values, where the significance is also set on commitment to ethics and promoting social responsibility.The FELU has also engaged itself in the continuous quality improvement processes with the AACSB and EQUIS international business schools accreditations standards. Moreover, the school is also committed to PRME and the Six Principles advocated by the United Nations initiative of responsible management education. All of these commitments not only spur higher educational standards, but also provide an opportunity for the school to revise its teaching processes and further improve the quality of its learning environment and the quality of its students.PRESENT AND FUTUREThe FELU will in 2012 – 2015 further focus on the following sustainability drivers: knowledge, integrity, and innovation.KnowledgeFocus on knowledge co-creation of sustainability and corporate social responsibility in the curricula of courses, programmes, and subjects, new product development of knowledge for commercial or non-commercial purposes.- Inventorying the contents on sustainability and corporate social responsibility in the FELU's curricula, with a special focus on identifying the fields where there is room for improvement in the curricula, particularly the selected FELU's core courses;- Implementing the sustainability-related business academy for executives (Sustainability Leadership and Inspiration Academy);- Signing the cooperation agreement (Atlantis), which will lead to the development of the “Global Business Sustainability Programme” by 2013, with six partners worldwide.InnovationThe creativity of our key stakeholders (students, employees, and partners) is the FELU's advantage.- The FELU draws inspiration for original ideas from their wide base of knowledge (the transfer of ideas and solutions) and integrity (to work responsibly and ethically, and to contribute to sustainable development).- The FELU looks for innovative solutions in areas where there is a possibility to improve the use of various natural or other resources (consumption of electricity, water, heating, waste, etc.)- The FELU strives to increase awareness of social and environmental liability, or otherwise contribute to sustainable development.IntegrityAs public service employees the FELU does not only have a legal duty, but also a moral duty to respect and protect the fundamental values of the people and communities in which it operates.- In accordance with the requirements of the Law on Integrity and Prevention of Corruption, the FELU has set up and launch its own Integrity Framework. The aim of the Integrity Framework is to identify risks to integrity, develop and implement instruments to cope with these risks, and increase transparency, accountability, and ethical behaviour at all levels at the FELU.
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
Feedback
Action Network


Timeline
Entity
SDGs
Geographical coverage
More information
Countries

Contact Information
Metka Tekavčič, Dean