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United Nations Department of Economic and Social Affairs Sustainable Development

Universidad Iberoamericana, A.C.

    Description
    Description
    To integrate sustainability criteria and energy efficiency in the design, construction, remodeling, maintenance and operation of its facilities.To reduce nonrenewable energy consumption through energy efficiency and the adoption of alternative energy sources.To record, report and seek to reduce emissions of greenhouse gases resulting from its operation.To promote the efficient use of natural resources, material and economic and implement continuous measures for the prevention of pollution.To reduce the amount of solid waste requiring disposal in a landfill.To ensure the environmentally adequate management of hazardous materials.
    Implementation of the Project/Activity

    To consider criteria of sustainability into transport systems linked to the activity of the university, so as to reduce impacts on the environment.To consider the social, ecological and economic impacts of the purchasing of products and services.To embrace a permanent process of evaluation to ensure the adequate commitment to these policies to meet future social and environmental requirements.To become an example of sustainability for society.To comply with environmental regulations and endeavor to overcome them where possible, committing to a process of continuous environmental improvement.To ensure that environment conditions are optimal and safe for the development of activities within the University and contribute to improving the environmental quality of its areas of influence.To promote the university community knowledge and understanding of the environmental problems and the principles of sustainability to be translated into a commitment to action for the environment.To incorporate the environmental dimension of sustainability in the university's curricula and research programs.To train staff to incorporate sustainability criteria into daily activities.To participate and support partnerships and networks to share experiences and knowledge related to sustainability.To seek economic alternatives that promotes sustainability on campus.

    Partners
    Universidad Iberoamericana, A.C.

    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

    To integrate sustainability criteria and energy efficiency in the design, construction, remodeling, maintenance and operation of its facilities
    To reduce nonrenewable energy consumption through energy efficiency and the adoption of alternative energy sources
    Staff / Technical expertise
    Expertise of student and faculty dedicated to sustainable development
    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 Iberoamericana, A.C.
    SDGs
    Geographical coverage
    México, Mexico
    More information
    Countries
    Mexico
    Mexico
    Contact Information

    Mtro. David Fernández Dávalos, S. J., Rector