School of Industrial Engineering of Technical University of Madrid
Description
The enforcement of a social responsibility strategy is motivated by the need to have ethical and professionally trained engineers aware of the implications of their activities and their responsibilities. Within the engineering field, is focused particularly on integrating social and environmental criteria as well as ethical and responsible management to the organizations in which engineers work.ETSII-UPM understands the Social Responsibility in the university as a « voluntary integration of social and environmental concerns in its operations as well as in the relationships with its partners. »The following paragraph shows the summary of the commitments made by the Management Team of the ETSII-UPM- To develop a comprehensive training- To improve the quality of learning- To know the opinion of companies and organizations on the engineers from the ETSII-UPM- To communicate the results of the employability study that is being conducted by the employee office (Induempleo)- To conduct an analysis of the training needs of the School staff and the available channels- To analyze forms to recognize the professional tasks- To develop a policy that rewards motivated individuals who strive for excellence in their daily performance (awards)- To support initiatives implemented by the different stakeholders to reward staff effort- To improve the involvement of teachers with students and vice versaStrengthen curriculum content of the different degrees through coordination tools- To encourage the revision and improvement of lab practices- To promote the upgrade of subjects including the latest developments related to them- To analyze the alignment of the research topics with contemporary challenges- To improve the information research channels- To involve students in research- To analyze the software accessibility for the staff and to disseminate the results- To study and report resources that can be used for research- To communicate and advise on activities to promote research- To implement a collaborative strategy to improve the efficiency of collaboration mechanisms- To promote awareness and voluntary groups- To ensure correct recycling system for materials used in the ETSII-UPM- To improve energy efficiency- To raise environmental awareness- To increase the number of subjects that promote this awareness- To analyze continuously the needs of stakeholders regarding the infrastructure and services of the Centre- To inform about the various scholarships offered by the ETSII-UPM in a more direct and centralized way- To promote accessibility to the Economic ReportFurther information on the main steps of the Social Responsibility Project and the different commitments and objectives are available at www.etsii.upm.es/responsabilidad_social/documentacion.es.htm
SDGS & Targets
Goal 4
Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
![Goal 4](/sites/default/files/goals/E_SDG_Icons-04.jpg)
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
Feedback
Action Network
![Higher Education Sustainability Initiative](/sites/default/files/partnerships/action_networks/image2000_4.jpg)
![Smart](/themes/custom/porto/assets/smart_off.png)
Timeline
Entity
SDGs
Geographical coverage
More information
Countries
![Spain Spain](/sites/default/files/stakeholders/flagbig6_47.jpg)
Contact Information
Emilio Minguez Torres, Director