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United Nations Department of Economic and Social Affairs Sustainable Development

UNIVERSITA’ DEGLI STUDI DI PADOVA

    Description
    Description
    The University is committed to enforce or introduce by 2015 teaching of sustainable development concepts in the core curriculumThe University will continue to support research on sustainable development issues The University is committed to reduce environmental footprint by introducing from 2013 a bonus system for the structures who manage energy, water and materials supply and who succeed in reducing consumption with respect to the previous year.
    Implementation of the Project/Activity

    The concepts to be teached will be determined as a function of the objectives of the specific course. By 2013 all the coordinators of laurea degree courses shall define these contents and, starting from 2015, an annual progress report will be produced by the coordinators of all courses. The key players of this action will be the University teachers.The University will encourage starting new research on sustainable development by including this theme among the priorities when launching its research projects in the years 2013 to 2015. The progress will be annually measured by the official panel (Nucleo di Valutazione di Ateneo) in charge of the general evaluation of the University performance. The University will encourage sustainable mobility for students and faculty, mainly by promoting the use of bicycles (easy access, protection from theft) already by 2012 and electric vehicles on a longer timescale (starting 2015). The target will be to increase the use of environmentally sustainable vehicles by 20% in the next 3 years. A survey on a triennial basis will be used to check the results.

    Partners
    UNIVERSITA’ DEGLI STUDI DI PADOVA

    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

    Annual progress reports
    Staff / Technical expertise
    Expertise of students and staff dedicated to sustainable practices
    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
    UNIVERSITA’ DEGLI STUDI DI PADOVA
    SDGs
    Geographical coverage
    PADOVA, Italy
    More information
    Countries
    Italy
    Italy
    Contact Information

    Rosario Rizzuto , Rector