Grenoble Institute of Technology
Description
Le groupe Grenoble INP s'engage aujourd'hui dans une démarche active de développement durable, notamment en affichant cette thématique dans sa structure de gouvernance par la nomination d'un vice-président en charge du développement durable et de l'action sociale.Le groupe Grenoble INP s'est investi depuis de nombreuses années sur l'enseignement des concepts du développement durable en mettant en œuvre une charte de l'éthique pour les étudiants et les personnels et en mettant en place des formations sur :• le développement durable en génie industriel• le management environnemental• les filières de la biomasse• la certification ISO 14001 de l'école d'ingénieur Pagora• la création de l'école d'ingénieur Ense3 sur les thématiques de l'énergie, de l'eau et de l'environnement.Le groupe Grenoble INP soutient également le développement durable en matière de recherche, à la fois dans le domaine du génie industriel et de l'Environnement, ce dernier étant un des 5 axes d'enjeux sociétaux affichés par l'établissementLe groupe Grenoble INP s'investit aussi dans une démarche écoresponsable, par exemple en matière de transport, en travaillant avec les collectivités territoriales pour inventer les outils de mobilité de demain et en menant une politique active de réduction de l'utilisation soliste de la voiture.Le groupe Grenoble INP s'engage fortement à développer son axe développement durable qui est un enjeu majeur de société et un facteur essentiel d'attractivité.Grenoble Institute of Technology is now involved in sustainable development in all concerned fields : training, research, work life, ... To promote this investment, a new vice president in charge of sustainable development and work life resources has been added in the board. Training in this field has been developed for a long time in our engineering schools, mainly in industrial engineering, environment management, energy order, with the increasing demand of water, both in quantity and quality, and with the sustainable development and country planning, paper, print media and biomaterials. Environment is also one of our 5 societal issues chosen for our research policy. Grenoble Institute of Technology introduces sustainable development in its work life, such as transportation, along with local authorities.
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
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Contact Information
Brigitte Plateau, Président