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United Nations Department of Economic and Social Affairs Sustainable Development

PhosAgro Schools

(
Private sector
)
#SDGAction43896
Description
Description
Launched in 2013, PhosAgro Classes are part of the Company’s education and training programme to build a future talent pipeline by supporting young people in their journey through school and university education to employment.\r\nIn the beginning the project covered 10th and 11th graders in five schools across the Company’s footprint. Later on, all grades - from the 1st to 11th - were included in the system of PhosAgro Schools that offers them advanced programmes in Physics, Chemistry, Mathematics and Computer Science.
Expected Impact

In 2018, the PhosAgro Classes project was recognized as a success, its goals and objectives were expanded, and not only graduation grades, but all grades of sponsored schools were functionally included in the project framework. The project was renamed to PhosAgro Schools; now, career guidance has been carried out beginning with the lower grades. The Company has expanded financial assistance to the schools participating in the project. The PhosAgro Classes, which have already gained popularity among pupils and their parents, have become a key link in the system of the Company’s school education and career guidance projects. In 2020, the project was expanded: in addition to the Company’s presence regions, the agro-class from Voronezh joined the program. Development of the project creates conditions for early career guidance of schoolchildren, their motivation in choosing an agricultural profession, and obtaining necessary in-depth knowledge in subjects of the Natural Sciences cycle and Exact Sciences. 2020-2021 is the first pilot year, its main task is to test the Agro-Class project, obtain the first positive results, and consolidate them. In 2021, we plan to recruit the new 10th grade “Agro-Class”, and continue classes in the 11th grade, for which it will be the second year of training in the project framework. In 2020, 125 young men and women graduated from specialized career guidance classes of PhosAgro Schools in Kirovsk, Apatity, Cherepovets, Volkhov and Balakovo, and 86% of the graduates entered higher educational institutions.

Partners
Schools, technical colleges and universities and also others (specific for each location)

Goal 9

Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation

Goal 9

9.1

Develop quality, reliable, sustainable and resilient infrastructure, including regional and transborder infrastructure, to support economic development and human well-being, with a focus on affordable and equitable access for all
9.1.1

Proportion of the rural population who live within 2 km of an all-season road

9.1.2

Passenger and freight volumes, by mode of transport

9.2

Promote inclusive and sustainable industrialization and, by 2030, significantly raise industry’s share of employment and gross domestic product, in line with national circumstances, and double its share in least developed countries

9.2.1

Manufacturing value added as a proportion of GDP and per capita

9.2.2

Manufacturing employment as a proportion of total employment

9.3

Increase the access of small-scale industrial and other enterprises, in particular in developing countries, to financial services, including affordable credit, and their integration into value chains and markets
9.3.1

Proportion of small-scale industries in total industry value added

9.3.2

Proportion of small-scale industries with a loan or line of credit

9.4

By 2030, upgrade infrastructure and retrofit industries to make them sustainable, with increased resource-use efficiency and greater adoption of clean and environmentally sound technologies and industrial processes, with all countries taking action in accordance with their respective capabilities

9.4.1

CO2 emission per unit of value added

9.5

Enhance scientific research, upgrade the technological capabilities of industrial sectors in all countries, in particular developing countries, including, by 2030, encouraging innovation and substantially increasing the number of research and development workers per 1 million people and public and private research and development spending
9.5.1

Research and development expenditure as a proportion of GDP

9.5.2

Researchers (in full-time equivalent) per million inhabitants

9.a

Facilitate sustainable and resilient infrastructure development in developing countries through enhanced financial, technological and technical support to African countries, least developed countries, landlocked developing countries and small island developing States
9.a.1

Total official international support (official development assistance plus other official flows) to infrastructure

9.b

Support domestic technology development, research and innovation in developing countries, including by ensuring a conducive policy environment for, inter alia, industrial diversification and value addition to commodities
9.b.1

Proportion of medium and high-tech industry value added in total value added

9.c

Significantly increase access to information and communications technology and strive to provide universal and affordable access to the Internet in least developed countries by 2020

9.c.1

Proportion of population covered by a mobile network, by technology

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
In 2020, the project was expanded: in addition to the Company’s presence regions, the agro-class from Voronezh joined the program.
Financing (in USD)
Since 2013, the Company has invested over RUB 600 mln in PhosAgro Classes, including RUB 400 mln spent on renovations and equipment.
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Action Network
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Timeline
01 January 2013 (start date)
01 January 1970 (date of completion)
Entity
PhosAgro
SDGs
9 4
Region
  1. Europe
Geographical coverage
Moscow
Countries
Russian Federation
Russian Federation
Contact Information

Irina Lukina, Sustainable Development Specialist

ILukina@phosagro.ru