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United Nations Department of Economic and Social Affairs Sustainable Development

Hanzehogeschool Groningen

    Description
    Description
    Het nieuwe strategische plan Koers op Kwaliteit. Wij willen dat in iedere opleiding aspecten van duurzaamheid en/of maatschappelijke verantwoordelijkheid tot uiting komen. Studenten wordt een ondernemende geest bijgebracht maar wel vanuit verantwoordelijkheid voor de samenleving. Een kernbegrip in die verantwoordelijkheid is duurzaamheid; je verantwoordelijkheid ook willen nemen voor de toekomstige generaties. Sustainability and Corporate Social Responsibility policy statementSustainability has been one of Hanze’s core values for years. In 1999, for example, an agreement was concluded with the universities of applied sciences; the Netherlands Association of Universities of Applied Sciences; the Ministries of Housing, Spatial Planning and the Environment, Education, Culture and Science, Agriculture, Nature and Food Quality and Economic Affairs; and the Dutch national network for sustainable development in higher education curricula for the integration of sustainable development in education, research and business operations in higher education. We pass on these core values to our students, who will promote them in their future profession. The competence of future generations to solve issues related to scarcity, environmental conservation and justice is taught and stimulated to a high degree during the years in higher education. Therefore, Hanze (UAS) not only wants to express sustainability in its business operations, but we also want it to be a part of our social responsibility and Corporate Social Responsibility.This is also pointed out in the new strategic plan « Road to Excellence ». We want each degree programme to express aspects of sustainability and/or social responsibility. Students are taught to have an entrepreneurial spirit that is based on social responsibility. One core value related to this social responsibility is sustainability, which means daring to take that responsibility for the benefit of future generations.
    Implementation of the Project/Activity

    Our educational system, and with it professionally oriented higher education, is taking a step towards innovative learning, which centres on concepts such as flexibility, creativity, innovative power and co-creation, and in which talent development is the most natural thing in the world. Our students learn what sustainability concretely means to their field of study and how they may develop opportunities for social added value. It is our duty to introduce students to social responsibility, which they will have in and in addition to their future profession of members of society.We train students who know how to handle issues in the field of sustainable development, regardless of their discipline or field of activity, and who are able to come up with solutions. This entails more than just offering degree programmes that are traditionally linked to sustainability, such as environmental degree programmes. The basis should take shape in social, technological and economic themes. Students are structurally introduced to aspects of sustainable development that are relevant to them as professionals, citizens and consumers. This makes sustainability a university-wide theme. Our aim is that at least five Schools will have been awarded one or more AISHE sustainability certificate by 2014.Sustainability is also expressed in our vision on business relations. Integrity and care are the central issues.

    Partners
    Hanzehogeschool Groningen

    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

    Strategische plan Koers op Kwaliteit
    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
    Hanzehogeschool Groningen
    SDGs
    Geographical coverage
    Groningen, Netherlands (The)
    More information
    Countries
    Netherlands
    Netherlands
    Contact Information

    Henk Pijlman, Drs. H.J. PijlmanPresident and Chairman of the Executive Board