Sustainability Knowledge Lab

#SDGAction39820

Description

INDEG-ISCTE is committed towards the effective implementation of sustainability in its core business, (executive education). INDEG has created the Sustainability Knowledge Lab (SKL) in 2012, a center that aims to create, promote and disseminate knowledge on the subjects of sustainability. Its mission is to empower business leaders with interdisciplinary knowledge and its business principles are based on respect, innovation and creativity. In order to improve our activities towards executive education for sustainability, INDEG has decided to sign the “Commitment to Sustainable Practices”. By doing this, it assumes its public commitment towards the creation and dissemination of a responsible management culture.

Implementation of the Project/Activity

Below are identified the activities that INDEG-ISCTE aims to implement in order to comply with the five commitments of the above declaration. Teach sustainable development concepts: Offer open sustainability executive management programmes | Engage with companies in order to promote specific in company training courses in the sustainability area | Gradually incorporate a sustainability class in most courses. Encourage research on sustainable development issues: Develop applied research on sustainable development | Write publications about sustainable management strategies. Green our campuses: Conduct an energy efficiency analysis of our building | Define and implement a sustainability strategy | Implement recycling practices | Implement a Green Procurement Policy | Train all workers at INDEG on these policies. Support sustainability efforts in the communities in which we reside: Define a Social Responsibility Strategy | Implement that Social Responsibility Strategy. Engage with and share results through international frameworks: Engage in an active way with national and international entities related to sustainability | Work in partnership with national and international universities.

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

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

SDG 14 targets covered

Deliverables & Timeline

N/A

Resources mobilized

N/A

Partnership Progress

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False

Feedback

Action Network

Higher Education Sustainability Initiative

This initiative does not yet fulfil the SMART criteria.

Timeline

01 January 1970 (start date)

01 January 1970 (date of completion)

Entity

INDEG-ISCTE Executive Education

SDGs

Geographical coverage

Lisboa, Portugal

More information

http://indeg.iscte.pt/

Countries

N/A

Contact Information

INDEG-ISCTE Executive Education, Sustainability Knowledge Lab

skl.indeg@iscte.pt