Saint Monica University (SMU)
Description
- Natural Resources encompassing Management of Natural Resources, Renewable Energy, Food Security and Community Involvement;- Promoting Health including Research & Development, Sensitization Programs and Community Connection;- Human Security encompassing Human Rights, Peace & Conflict, Entrepreneurship and Education.CSDE’s primary focus will be on developing programmes to promote sustainable management of natural resources, health and human security and rights.The strategic priorities are outlined below:1. Become one of the nation’s premier institute in experiential learning focusing on the Sustainable Development Goals. CSDE will focus on offering effective, flexible and accessible programs with experiential learning at their core.2. Focus on delivering world-class training for strengthening of professional and entrepreneurial skills of the students. SMU provides professional programs that prepare students for current and future career opportunities. SMU places an emphasis on entrepreneurship and prepares students to be job-creators or effective and efficient employees with the appropriate technical and soft skills3. Strengthen community involvement. The Centre will aim to expand its outreach and partnership engagement, improving campus and community quality of life, while contributing to the Sustainable Development Goals and the society at large.4. Strive to build a reputation of a knowledge Excellence Centre. CSDE will expand and strengthen its research capacity, while striving to inspire effective dialogue on the topics of natural resource management, health and human security.
a. Implement capacity building programmes in the realm of Health, Resource Conservation/Sustainability and Human Security to encompass appropriate curriculum changes and implementation of complete training programmes on technical aspectsb. Plan for a Summer School for the months of July-August- a capacity building opportunity for practitioners in the areas of Human Security, Entrepreneurship, Natural Resource Management and Health, enabling interaction of practitioners with students.c. Develop capacity building programmes to provide staff and students with the tools to conduct highest quality research in the field of SDGsd. Contribute to capacity building of Change leaders
The Centre for Sustainable Development at Saint Monica University is a stand along initiative that promotes Sustainable Development. It is governed by a Board and an Executive Director and Assistant assigned to manage the activities of the centre.
Community Centre for Integrated Development
Rural Women Development Centre
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
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Contact Information
Jude Thaddues Njikem, Mr..