Universita degli Studi di Udine
Description
As to energy management, several actions have already been undertaken thanks to projects of our researchers in cooperation with local and international firms: for instance, photovoltaic systems are installed on our roofs since 2009, as well as demonstration projects of innovative solar installations (converters, mirrors, solar trackers).The early involvement of the University in municipal energy planning and joint research and consultancy projects with the Municipality of Udine and the Regional Health System brought about a cogeneration and district heating concept for the City and University hospital, the scientific campus, several large buildings in the area and all residential buildings in the area. This concept is now been put into practice: the system is being built and is expected to come on line in 2013.As to mobility and waste management, a working table involving local service providers and communities started at the end of 2011 with the aim of improving services for our students. The aims of the joint project entitled Zero impact Uniud for a sustainable University include optimizing public transport schedules, organizing bike sharing points at our campuses and enhancing selective waste collection.Moreover, the university is committed to supporting workshops, conferences and dissemination actions in the field of sustainable development. In particular, we:- participate to the annual Week of Education to Sustainable Development managed by the Italian Committee of the UNESCO for the UN Decade of Education for Sustainable Development, thereby organizing events for our students, faculty and staff and the whole local community;- contribute to EOS, the Exposition of Sustainability, a biennial exhibition organized by the Trade Fair Organization of Udine and Gorizia;- are promoters of the Third International Conference on Degrowth, Ecological Sustainability and Social Equity which will take place in Venice in 2012.Finally, to transmit sustainability concepts and values to our students we promote courses and curricula in several areas, such as environmental and industrial engineering, environmental sciences and agricultural engineering, ecological economics, ethics and economics, sustainable production technologies and many others.
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
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
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Contact Information
Alberto Felice De Toni, Rector