REIMS Management School
Description
Since 2003, sustainability has become a major issue in the agenda of Reims Management School.The principles of social and environmental responsibility were distributed in all the missions of RMS. The faculty already conducted a thorough reform of the educational content of many programs in order to educate our student to exercise overall responsibility in companies. Today, our Agenda 21 focuses on five objectives:• Nurture a new generation of responsible managers;• Intensify research on the concepts of Global Responsibility and Sustainable Development and foster exchange on these themes with academics and practitioners;• Promote social opening and equal opportunities for admitting students;• Raise the awareness of all our stakeholders about the concept of global responsibility (students, employees, companies and graduates);• Be widely recognized as a responsible business schoolSince 2007, a reporting system has been implemented to measure each year our progress. This reporting system includes 52 indicators in the areas of responsible governance, education, research, environmental performance and social openness. Our annual Sustainable Development Reports are available online (http://www.reims-ms.fr/fr/groupe/qui_resp.php).For the years 2012-2015, our action plan focuses on:Design new teaching methods to strengthen the integration of SD and CSR principles in all our training programs.Review all the courses in management through the prism of CSR by promoting transdisciplinarity among the faculty departments and creating a e-learning platform on SD/CSR for teachers and students.Build a transdisciplinary research center Business and Society to increase the number of publications and develop applied research in SD and CSR.Improve our governance by establishing stakeholders session to identify all their expectations.Implement a genuine transport policy: promote soft and green transport as well as carpooling, create a bike repair stand and launch an annual smart move day.Maintain our actions for a responsible food chain and reach 20% of organic food in our daily menu in 2015.Generalize eco-design in all our activities and periodic point on the example of the eco-designed business week hosted by RMS since 2010.
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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SDGs
Geographical coverage
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Contact Information
Bonvalet François, Dean of Reims Management School