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United Nations Department of Economic and Social Affairs Sustainable Development

Universidad de Granada

#SDGAction38865
Description
Description
The University, as a higher education institution, is committed to sustainable development. This is proven by the voluntary compliance of several agreements and undertakings, such as the Talloires Declaration, the International Organization of Universities for Sustainable Development and Environmental Conservation (OIUDSMA), and other development cooperation, sustainability, and environmental protection agreements, such as the Network of Sustainable Laboratories (LABS).We also belong to the Commission for Sectorial Environmental Quality, Sustainable Development, and Prevention of the Conference of University Rectors of the Spanish Universities since its foundation and are coordinators of the university mobility and work related risks prevention work groups.This undertaking is realized by means of administrative units and institutional compromises as regards international cooperation and social and environmental issues.Since 1998, the University of Granada has developed scheduled systematic Environmental Management actions, backed by the certification of a voluntary Environmental Management System, which includes all centres and services of the University of Granada (ES 08/5000). In order to achieve a higher participation of the involved agents, the University has created an Environmental Management Committee, where all centres and services of the University of Granada take part.
Implementation of the Project/Activity

In order to keep on joining efforts and to contribute to the improvement of global sustainability, the University of Granada undertakes to develop actions depending on our resources and capabilities, among which the following are worth highlighting:Editing an environmental management report once a yearImproving the relationships with other organizations and promoting the participation of the University of Granada in collaboration with the local agentsImproving the communications with the social and economic agents, taking as a reference the nine action groups established as a priority in the United Nations Conference on Improving the transparency and the access to the information on sustainability of our institution, ensuring that all interested parties can have access to the information on our institution.Promoting the participation of the agents involved in the university sustainability enabling discussion forums or means for collecting suggestions, requests, or worries from the interested parties to ensure that our actions meet the demands of the society in which we live.Collaboration with other supramunicipal, national, or international institutions, either onsite or online, in order to exchange knowledge and improvement opportunities and to be ahead of the future changes and to adapt to them, contributing as well to the solution of the environmental problems from an active position.Time span: 2012-2015Indicators: number of sustainability meetings in which the institution takes place.

Partners
Universidad de Granada

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

Editing an environmental management report once a year
Promoting the participation of the agents involved in the university sustainability
Staff / Technical expertise
Expertise of students and staff dedicated to sustainability
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
Universidad de Granada
SDGs
4
Geographical coverage
Granada, Spain
More information
Countries
Spain
Spain
Contact Information

Francisco Gonzalez Lodeiro, Rector

rector@ugr.es