Mainstreaming sustainability in business education at Business School Lausanne
Description
Three BSL Staff members have been delegated the responsibility of integrating these strategic pillars to BSL programs. Workshops are being held with Faculty to explore how to accelerate integration. Funds have been made available for research to create appropriate content. Fundamental research on true business sustainability by senior members of Staff is providing a baseline for application in diverse business disciplines.A Gap Frame week (awareness and learning opportunity specifically oriented to achieving business sustainability) has been introduced for each term with a view to having students work on outputs under each area of sustainability (environmental, social, ecomomic and governance). That will be published in a yearly BSL publication. This work is focused on closing the gap between current business practice and true business sustainability.
Training in sustainability teaching case methods will be offered to selected Facuklty in 2016. Workshops will continue to explore best practice in integrating sustainability to BSL programs. New technology applications are being explored with a view to upgrading pedagogical approaches amongst Faculty.The Gap Frame week is an opportunity for all BSL students to upgrade their knowledge in a collaborative action research initiative, that will be based on the IDEO innovation methodology.
Introduction of sustainability into each module of every BSL program is contractual and reinforced through Faculty meetings. Thought Leadership and Strategy has been developed in the school to promote reaearch on sustainability content that can be integrated to programs. All BSL programs are developed taking account of three stategic pillars: Responsible Leadeship, Sustainability and Entrepreneurship.
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
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Contact Information
Philippe Du Pasquier, President