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United Nations Department of Economic and Social Affairs Sustainable Development

Municipal Academy

(
Government
)
#SDGAction43698
Description
Description
The Municipal Academy of the Union of Municipalities of Turkey (UMT) aims to train mayors, councillors and local officials with the intention of improving local service quality. UMT conducts field researches on a regular bases to identify the needs of its members and launches training activities to meet with the needs on the ground. This service is free of charge and foreign local governments and of their associations can also benefit. Even before the Covid-19 pandemic, a distance learning mechanism under the Academy had been introduced to reach out more people and with the pandemic now in place, efforts to add more class to the system has been intensified. There are three main themes for the training programs, first being Main Service Fields, second Trainings on Regulations and the last Vision Trainings;. The latter, in particular, appeals to both Turkish and Foreign Municipalities. Under the Vision Trainings, for example, courses on Project Preparation, City Vision, Personal and Institutional Development, Gender Equality, Diplomacy Academy, Foreign Affairs, Foreign Language Training, Participation and Local Democracy and Human Resources Management are available. As of October 2020 since 2016, more than 300k participants took part in 2284 training programs. In 2020 alone, 152 distant training programs have been organized with participation of 84.939 municial personnel.
Expected Impact

Most of the SDG targets already overlaps with local services provided by municipalities. With these training programs under the Academy, UMT aims to raise awareness regarding the SDGs at local level, show that most the targets the SDGs introduce are compatible with municipal services whereby allowing them to find the link between their services and SDG targets. In the end, it is expected that most of the municipalities will integrate SDG targets into their policy documents and act accordingly.

Partners
Member Municipalities

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

Name Description
676 training programs with the participation of 46.234 municipal personnel
707 training programs with the participation of 65.439 municipal personnel
676 training programs with the participation of 72.042 municipal personnel
190 training programs with the participation of 90.146 municipal personnel
Staff / Technical expertise
UMT's own experts together with experts from the Municipalities and Universities took part in the training programs.
Financing (in USD)
UMT's budget covers the necessary financing for the trainings
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Action Network
SDG Acceleration Actions
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Timeline
01 January 2016 (start date)
01 January 2030 (date of completion)
Entity
Municipal Academy operates under the auspices of Union of Muncipalities of Turkey since 2009.
SDGs
4
Region
  1. Africa
  2. Europe
  3. West Asia
Geographical coverage
Ankara
More information
Countries
N/A
Contact Information

Murat Kodaz, Expert

murat.kodaz@tbb.gov.tr