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United Nations Department of Economic and Social Affairs Sustainable Development

Institut Polytechnique LaSalle Beauvais

    Description
    Description
    - Réalisation d un bilan carbone (Juin 2010)- Adhésion au réseau Campus Responsables (Juin 2010) : http://www.campusresponsables.com/?q=campus-membres/24- Embauche d un chargé de mission Développement Durable à plein temps (décembre 2010)- Embauche d un chargé de mission Handicap à plein temps (mars 2011)- Mise en place de 4 groupes de travail (2010) afin de piloter la démarche « LaSalle VERT »- Projet de créer un groupe de travail sur la recherche.- Structuration de la démarche dans un Agenda 21
    Implementation of the Project/Activity

    Le développement durable est un pilier de la réforme pédagogique (réalisée pour les 1ère et 2ème années; en cours pour les 3ème; 4ème et 5ème années)- Mise en place d un comité de suivi avec l ADEME; la Communauté d Agglomération du Beauvaisis; le Conseil Régional de Picardie et la Conseil Général de l Oise pour mener des projets communs en amont : (Alimentation, Biodiversité, Solidarité, Mobilité, )- Poursuite de la démarche LaSalle VERT en développant « l Eco-Campus LaSalle Beauvais » : Piétonisation du site à partir de Septembre 2012; mise en place d un plan de gestion de la biodiversité du campus; Poursuite des projets de circuits courts menés avec le CROU

    Partners
    Institut Polytechnique LaSalle Beauvais

    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

    Poursuite de la démarche LaSalle VERT en développant « l Eco-Campus LaSalle Beauvais »
    Staff / Technical expertise
    Expertise of students and staff concerning sustainable development
    No progress reports have been submitted. Please sign in and click here to submit one.
    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
    Institut Polytechnique LaSalle Beauvais
    SDGs
    Geographical coverage
    Beauvais, France
    Countries
    France
    France
    Contact Information

    Leroux Valérie, Directeur de l?enseignement