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United Nations Department of Economic and Social Affairs Sustainable Development

Plymouth University

#SDGAction38555
Description
Description
Our strategic ambition relating to sustainability is: To be a customer focused, socially responsible organisation, demonstrating sustainability in our activities and ensuring our graduates are aware of economic, environmental, social and ethical issues including the importance of social enterprise, community engagement and volunteering. We are committed to strong environmental principles, a robust Carbon Management Plan, using locally sourced products and resources and a developed e-business model.In our business planning processes we set aspirational targets across a range of areas of the University in order to promote and measure rapid progress. For example, this includes targets of a 50% reduction in carbon emissions by 2030, a 25% reduction in paper used by the University, and target procurement spend of 30% through local suppliers and SMEs.
Implementation of the Project/Activity

Sustainability is one of the University's core values and at the heart of our institutional strategy for the future. Plymouth has appeared within the top five institutions in People and Planet's Green League of HEIs, thanks to our commitment to embedding sustainability in the way we teach, the way we work in our community and with our partners, and the way we manage our estate. Plymouth University is strongly committed to building on our successes in this area, through our teaching, community engagement and world-class research activities. For example our new £19 million Marine Building will contain state-of-the-art research equipment for testing and developing sustainable marine energy devices, working in partnership with industry, charities, and Government. We continue to instil the values of social and environmental responsibility in our staff and students not only through our teaching methods and curriculum, but also through new sector-leading schemes such as our leadership of the national University Enterprise Network in Social Enterprise.

Partners
Plymouth University

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

Marine Building
University Enterprise Network in Social Enterprise
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
Plymouth University
SDGs
4
Geographical coverage
Plymouth, United Kingdom (The)
Countries
N/A
Contact Information

Dr. Donald Birx, President

bweisenhauer@mail.plymouth.edu