MNHN Museum national d'Histoire naturelle
Description
The Museum makes a commitment to make a full analysis of sustainable development upstream to each new project. So, it can identify the impacts and set objectives every involved department of the institution. It works day by day to reduce as much as possible all its environmental impacts: avoid the pollutions, reduce consumptions of water and energy, recycle wastes and protect the biodiversity of its site. This policy is validated at the highest level and is leaded by a delegated department. It is then developed and shared with all the staffs. The results of environmental and social actions are every year communicated in the annual report of the Museum.To make a commitment for the future in favor of the sustainable development, the Museum plans to create a management system dedicated to the sustainable development in its governance.Le Muséum s'engage à mener une réflexion de développement durable en amont de chaque nouveau grand projet. Ainsi, il peut identifier les enjeux et de définir des objectifs entrant dans le champ des compétences spécifiques de chaque service impliqué. Il veille également à agir au quotidien et à mobiliser ses partenaires internes et externes pour le progrès social et la maîtrise des impacts environnementaux issus de ses activités : éviter les pollutions, réduire les consommations d'eau et d'énergie, recycler les déchets et protéger la biodiversité de son site.Cette politique est soutenue par la Direction Générale et portée par une Direction déléguée au développement durable. Elle est ensuite développée et partagé avec l'ensemble des personnels. Les résultats de ses actions environnementales et sociales sont communiqués tous les ans dans le rapport d'activités du Muséum.Afin de s'engager encore plus en faveur du développement durable, le Muséum a pour projet d'installer un système de management dédié au développement durable dans sa gouvernance.Dans le cadre de ses enseignements (Masters et école doctorale), le Muséum inclus déjà le développement durable. C'est une partie obligatoire dans le tronc commun du Master 1. Plusieurs mémoires de Masters 2 portent sur le développement durable. Le Muséum développera cet enseignement ces prochaines années.En outre, les étudiants peuvent acquérir la « certification internet et informatique Métiers de L'environnement et de l'aménagement durables (C2i® MEAD)
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
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Geographical coverage
More information
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Contact Information
GRENON Thomas, Directeur General